Articles de revues sur le sujet « Clare House School »

Mary Ward was born in 1585 near Ripon, eldest child of a recusant family. She spent her whole life until the age of 21 in the intimate circle of Yorkshire Catholics, with her parents, her Wright grandparents at Ploughland in Holderness, Mrs. Arthington, née Ingleby, at Harewell Hall in Nidderdale, and finally with the Babthorpes of Babthorpe and Osgodby. Convinced of her religious vocation, but of course unable to pursue it openly in England, she spent some time as a Poor Clare in Saint-Omer in the Spanish Netherlands, first in a Flemish community, then in the English house that she helped to found. She was happy there, but was shown by God that he was calling her to ‘some other thing’. Exactly what it was to be was not yet clear, so she returned to England, spent some time in London working for the Catholic cause, and discovering that there was much for women to do—then returned to Saint-Omer with a small group of friends, other young women in their 20s, to start a school, chiefly for English Catholic girls, and through prayer and penance to find out more clearly what God was asking. Not surprisingly, given her early religious formation in English Catholic households, served by Jesuit missionaries, and her desire to work for her own country, the guidance that came was ‘Take the same of the Society’. She spent the rest of her life trying to establish a congregation for women which would live by the Constitutions of St. Ignatius, be governed by a woman general superior, under the Pope, not under diocesan bishops or a male religious order, and would be unenclosed, free to be sent ‘among the Turks or any other infidels, even to those who live in the region called the Indies, or among any heretics whatsoever, or schismatics, or any of the faithful’. There were always members working in the underground Church in England, and in Mary Ward's own lifetime there were ten schools, in Flanders and Northern France, Italy, Germany and Austria-Hungary. But her long struggle for approbation met with failure—Rome after the Council of Trent, which had insisted on enclosure for all religious women, was not yet ready for Jesuitesses. In 1631 Urban VIII banned her Institute by a Bull of Suppression, imprisoning Mary Ward herself for a time in the Poor Clare convent on the Anger in Munich. She spent the rest of her life doing all she could to continue her work, but when she died in Heworth, outside York, in 1645 and was buried in Osbaldwick churchyard, only a handful of followers remained together, some with her in England, 23 in Rome, a few in Munich, all officially laywomen. It is owing to these women that Mary Ward's Institute has survived to this day.

The first occupational therapy school was founded at Jane Addams Hull House in 1915. In that process, Jane Addams inspired the first generation of occupational therapists, especially Eleanor Clarke Slagle. This article is divided into two parts, the first explores the relationships within the foundation of occupational therapy at the Hull House, in the early twentieth century in Chicago; Through an in-depth bibliographic review, from primary sources, the relationships and influences between the residents of the Hull House and the first occupational therapists in Chicago are identified. The second part considers some reflections on some Addams influences in the development and current identity of occupational therapy, mainly in one of its collaborators, Slagle. Jane Addams was a role model for many of the first occupational therapists, especially for Slagle. She learned from Addams her tenacity and leadership, central aspects for the foundation of the first school of occupational therapy. Some of these aspects are valid in the current practice of occupational therapy. Today, more than 100 years after its foundation, occupational therapy has much to learn, again, from the philosophy of Jane Addams.

This qualitative interview study (Creswell, 2014)aimed at students experience toward flipped classroom in Muslim boarding house setting. Drawing on data collected from semi-structured interviews with 4 participants enrolled in practicing the flipped classroom method at one of private vocational school in the eastern of java, Indonesia, the result of the thematic analysis (Braun & Clarke, 2006) showcased that positively influences the participants felt comfortable, The students perceived flipped classroom as a student-centered, enjoyment, subsequent confidence in the material. Therefore, they recommend this learning model to be incorporated into their classes in the future as a substitute that can increase student interaction and collaboration to learn all the material with available facilities (such as books in the library) and limited use of technology (internet access). Finally, we drew conclusions, limitations, discussing practical implication, and recommendation.

At the end of her spring term in 1862, Martha Hale Clary bade farewell to her classmates at Mount Holyoke Female Seminary one year before she was to graduate. She was a 24 year-old teacher, the daughter of a farming family from Conway, Massachusetts, who had graduated from Westfield State Normal School five years earlier. By the autumn of 1862, she was living in an abandoned plantation house in Beaufort, South Carolina, organizing a school for the Gullah people not many miles from Confederate lines, one of the earliest participants in the Sea Islands’ “Rehearsal for Reconstruction.” For the next eleven years she taught scores of the islands’ freed slaves in Beaufort and Hilton Head, one of the hundreds of teachers sponsored by the venerable American Missionary Association (AMA). By the early 1870s, young former slaves had themselves gained sufficient education to become their people's elementary teachers, so in 1873 Martha Clary accepted a position with the Presbyterian Committee on Missions to the Freedmen to teach in its academy for black students in North Carolina, Scotia Seminary. She would remain there for another fourteen years, finally retiring to her native state in 1887 after twenty-five years of service to southern African Americans.

Este artículo presenta una caracterización las prácticas de utilización del tiempo libre, en relación con el tiempo, lugar y personas con quienes realizan las actividades y las motivaciones, de jóvenes escolares de colegios públicos de la localidad de Engativá (Bogotá). Con una metodología cuantitativa descriptiva se desarrolló y aplicó el cuestionario ad hoc Prácticas de tiempo libre y ocio de los jóvenes escolares. La muestra fue de 989 jóvenes de 13 a 19 años, pertenecientes a los grados noveno, décimo y once, previo consentimiento informado. Los resultados mostraron que escuchar música (83,4%), hablar con amigos (69,1%), caminar por el colegio (49,1%) y hacer deporte (45,6%) son las prácticas de tiempo libre que predominan. Estas prácticas tienen una dedicación media de 30 minutos a dos horas diarias. Los lugares más recurrentes donde se desarrollan son el salón de clase, el patio de descanso, la casa y el parque del barrio. Las razones más frecuentes para realizarlas son por elección libre y por disfrute. En cuanto a con quién se realizan estas actividades, prevaleció la práctica individual o con amigos. Se concluyó que predomina concebir el ocio como actividades autónomas, y también que las actividades de tiempo libre y ocio son similares entre el colegio, fuera de él, y los fines de semana, con alguna variación entre géneros y grupos etarios. Palabras clave: tiempo libre, ocio, prácticas, jóvenes escolares, colegios públicos. Abstract. This article presents a characterize the practices of use of free time, in relation to the time, place and people with whom they carry out the activities and the motivations, in young schoolchildren from public schools in the town of Engativá (Bogotá). With a descriptive quantitative methodology, the ad hoc questionnaire was developed and applied Free time and leisure practices of young schoolchildren. The sample was done with 989 young people from 13 to 19 years old, belonging to the ninth, tenth and eleventh grades, prior consent informed. The results showed that listening to music (83.4%), talking with friends (69.1%), walking around the school (49.1%) and playing sports (45.6%) are the predominant free time practices. These practices have an average dedication of 30 minutes to two hours on a daily basis. The most recurrent places where they take place are the classroom, the playground, the house and the neighborhood park. The most frequent reasons for perform them are by free choice and enjoyment. As to who these activities are done with, individual practice or with friends prevailed. It was concluded that prevails to conceive leisure as autonomous activities, and also that the free time activities and leisure are similar between school, outside of it, and on weekends, with some variation within genders and age groups. Keywords: free time, leisure, practices, young schoolchildren, public schools.

As condições higiênico-sanitárias dos alimentos são de grande importância para a saúde pública, principalmente quando são oferecidos à coletividade, como em escolas. Dessa forma, o conhecimento acerca das Boas Práticas de Fabricação (BPF) na produção da alimentação escolar, além de essencial, é mandatório, pois é uma exigência legal. Este trabalho incluiu consultorias e atividades de assessoria, através de avaliações e capacitações nos serviços de alimentação em escolas da cidade de Ipaumirim – CE. Toda a metodologia utilizada foi baseada nas resoluções Resolução de Diretoria Colegiada (RDC) nº 216 de 2004 e RDC nº 275 de 2002 da Agência Nacional de Vigilância Sanitária (ANVISA). Primeiramente, foi realizada a aplicação de um checklist de condições higiênico-sanitárias nas escolas municipal (A) e estadual (B), seguida de avaliação das condições higiênicas dos manipuladores, por meio de análises microbiológicas. Por último, foi realizada uma capacitação desses manipuladores. A aplicação do checklist apontou um alto índice de inadequações. Nas análises microbiológicas feitas nos utensílios, a tábua de corte da escola A apresentou contaminação de Staphylococcus aureus. Nos demais utensílios e na escola B, não houve crescimento para os microrganismos analisados. Os resultados indicam condições estruturais precárias das escolas, evidenciando a necessidade de adequação às BPF. Contudo, os manipuladores apresentaram resistência, tendo em vista a comparação das adequações antes e após a capacitação realizada, em especial na escola A, ficando clara a necessidade de serem realizadas mais ações e orientações sobre o cuidado higiênico-sanitário dos alimentos. Palavras-chave: Merenda escolar; Higiene dos alimentos; Boas práticas; Capacitação Evaluation of hygienic-sanitary conditions and training of food handlers in public institutions in the municipality of Ipaumirim-CE Abstract: Hygienic and sanitary conditions of schools' food services have great importance for public health, especially when offered to the community, as in schools. Thus, the knowledge about Good Manufacturing Practices (GMP) in producing school meals, besides being essential, is mandatory as a legal requirement. This work included consulting and advisory activities through evaluations and training in food services in schools in the city of Ipaumirim, Ceará, Brazil. The methodology was based on resolutions RDC No. 216 of 2004 and RDC 2002 of ANVISA (Brazilian National Agency of Sanitary Vigilance). The first step was to apply a hygienic and sanitary conditions checklist in 2 schools (School A: district school and School B: state school). The second step was to evaluate the hygienic conditions of food handlers through microbiological analysis. The last step was the food handlers training. The checklist showed a high rate of inadequacies. The microbiological evaluation showed contamination by Staphylococcus aureus on the cutting board from school A. At school B, there was no growth for the analyzed microorganisms. The checklist results are compatible with the precarious structural conditions of schools, highlighting the need to adapt to GMP. However, the handlers showed resistance, given the comparison of the adaptations before and after the training, especially at school A, making it clear the need for further actions and guidance on hygienic-sanitary food care. Keywords: School meal, Food hygiene, Good practices, Capacitation

A Ocupação da Escola, uma prática que ocorre em atividades educacionais formais e não formais, evidenciada historicamente pela luta por escola por parte das camadas populares, com notoriedade na ação do MST – Movimento dos Trabalhadores Rurais Sem Terra. O presente texto, objetiva demonstrar como essa prática de ocupação da escola, configura-se como uma categoria de análise do campo educacional em sua totalidade. Desse modo, busca-se responder se há elementos epistêmicos presentes na referida prática social, que sustentem a condição de categoria para a análise de fenômenos educacionais. As considerações presentes no artigo fazem parte de uma pesquisa mais ampla, que se constituiu de estudos bibliográficos e documentais, sobre os movimentos e as escolas envolvidas. Houve também campo empírico, duas escolas localizadas em assentamentos rurais, um na esfera estadual e outra municipal. No trato com as escolas, houve utilização de pesquisa participante e caderno de campo como parte da metodologia. Os resultados são expostos a partir das dimensões política, coletiva, sociocultural e pedagógica da ocupação da escola. Constata-se, que a ocupação da escola contém elementos que a sustentam enquanto uma pedagogia, uma categoria de análise da prática educativa, tanto do movimento social, quanto, em termos potenciais, no sistema educacional público brasileiro.Palavras-chave: Ocupação da Escola. Formação Humana. Auto-Gestão.School Occupation: a category under constructionAbstractThe school occupation, a practice which occurs in educational activities formal and non-formal, evidenced historically by the fight for school by working classes, with notoriety in the MST action - Landless Workers' Movement This text aims to demonstrate how this practice of occupying the school is configured as a category of analysis of the educational field in its entirety. In this way, we seek to answer whether there are epistemic elements present in the referred social practice, which support the condition of category for the analysis of educational phenomena. The considerations present in the article are part of a broader research, which consisted of bibliographic and documentary studies, on the movements and schools involved. There was also an empirical field, two schools located in rural settlements, one at the state and one at the municipal level. In dealing with schools, participatory research and field notebooks were used as part of the methodology. The results are exposed from the political, collective, socio-cultural and pedagogical dimensions of the school's occupation. It is noted that the school occupation contains elements that support them as pedagogy, a category of analysis of educational practice, both as a social movement, as, in potential terms, the Brazilian public school system.Keywords: School Occupation. Integral Human Formation. Self-Management. Ocupación de la Escuela: una categoría en construcciónResumenLa ocupación de la escuela, una práctica que ocurre en actividades educativas formales y no formales, evidenciada históricamente por la lucha por la escuela por parte del estratos populares, con notoriedad en la acción del MST - Movimiento de Trabajadores Rurales Sin Tierra. Este texto tiene como objetivo demostrar cómo esta práctica de ocupar la escuela, establece como una categoría de análisis del campo educativo en su totalidad. Así, se busca responder si existen elementos epistémicos presentes en la práctica social referida, que apoyan la condición de categoría para el análisis de los fenómenos educativos. Las consideraciones presentes en el artículo son parte de una investigación más amplia, que consistió en estudios bibliográficos y documentales, sobre los movimientos y escuelas involucradas. También había un campo empírico, dos escuelas ubicadas en asentamientos rurales, una a nivel estatal y otra a nivel municipal. Al tratar con las escuelas, se utilizaron la investigación participativa y los cuadernos de campo como parte de la metodologia. Los resultados se exponen a partir de las dimensiones políticas, colectivas, socioculturales y pedagógicas de la ocupación escolar. Certifica-se que la ocupación de la escuela contiene elementos que la apoyan como pedagogía, una categoría de análisis de la práctica educativa, tanto como movimiento social como, en términos potenciales, en el sistema educativo público brasileño.Palabras clave: Ocupación de la Escuela. Formación Humana. Autogestión

O presente artigo objetiva analisar o desenvolvimento socioeconômico e educacional de egressos escolarizados na Casa Escola da Pesca (CEPE), uma escola pública municipal do campo, em regime de tempo integral na modalidade EJA, com habilitação profissional técnica na área da pesca, correspondente aos níveis de ensino fundamental e médio. Tomou-se como referência empírica a atual realidade vivida por ex-alunos moradores da ilha de Cotijuba, Belém, Pará que concluíram a formação básica no ano de 2015. Metodologicamente, o trabalho baseia-se em pesquisa qualitativa de campo, com recolhimento de documentos, aplicação de questionários, realização de entrevistas e observações in loco. Conclui-se que as condições materiais objetivas dos sujeitos da pesquisa, associada à ausência de ralações cotidianas em contextos organizativos condicionam negativamente o desenvolvimento socioeconômico e educacional dos egressos da CEPE o que pressuporia que a escola tivesse o associativismo como princípio educativo. Palavras-chave: Casa Escola da Pesca, Escola do Campo, Desenvolvimento, Egressos. Schooling, professionalism and development in the rural school: the case of ex-students from the CEPE in the Island of Cotijuba, Belém, Pará ABSTRACT. The objective of this article is to analyze the socioeconomic and educational development of students enrolled in the House School of Fisheries (CEPE), a full-time municipal public rural school in the Youth and Adult Education modality, with professional qualification in the fishing area, corresponding to Elementare School and Hight School levels. The current reality of ex-students living on the island of Cotijuba, Belem, Para, who completed basic training in the year 2015 was taken as an empirical reference. Methodologically, this work is based on qualitative field research, with collection of documents, application of questionnaires, interviews and local observations. It’s concluded that the material conditions of the interviewees, coupled with the absence of day by day relations in organizational contexts, negatively affect the socioeconomic and educational development of the CEPE graduates, which would imply that the school had the associativism as an educational principle. Keywords: House School of Fisheries, Rural School, Development, Ex-Students. Escolarización, profesionalización y desarrollo en escuela del campo: el caso de egresos de la CEPE en la Isla de Cotijuba, Belém, Pará RESUMEN. El presente artículo tiene como objetivo analizar el desarrollo socioeconómico y educativo de egresados escolarizados en la Casa Escuela de la Pesca (CEPE), una escuela pública municipal del campo, en régimen de tiempo completo en la modalidad Educación de Jóvenes y Adultos, con habilitación profesional técnica en el área de la pesca, correspondiente a los niveles de enseñanza fundamental y media. Se tomó como referencia empírica la actual realidad vivida por ex alumnos de la isla de Cotijuba, Belém, Pará que concluyeran la formación básica en el año 2015. Metodológicamente, el trabajo está embasado en investigación cualitativa de campo, con investigación documental, aplicación de cuestionarios, realización de entrevistas y observaciones in situ. Se concluye que las condiciones materiales objetivas de los sujetos de la investigación, asociada a la ausencia de relaciones cotidianas en contextos organizativos condicionan negativamente el desarrollo socioeconómico y educativo de los egresados de la CEPE, es esta eduque con base en el asociativismo como principio educativo. Palabras clave: Casa Escuela de Pesca, Escuela del Campo, Desarrollo, Egresos.

En este testimonio, presentado ante el Comité Judicial de la Cámara de Diputados de los Estados Unidos, Michael J. Glennon se ocupa de la opinión de la Suprema Corte de los Estados Unidos en Los Estados Unidos vs. Alvarez-Machain. Sostiene que, en contra de lo que popularmente se cree, la opinión de la Suprema Corte no sostiene que el secuestro patrocinado por el gobierno esté permitido por la ley internacional; resulta claro que no lo es. Señala que la Suprema Corte simplemente se ocupó de si está o no permitido el llevar a juicio por una ofensa criminal a un reo que fue secuestrado, lo que no está prohibido ni por la ley internacional ni por la ley constitucional de los Estados Unidos. No obstante, exhorta al Congreso a prohibir semejante práctica.

Who was Clara?By Kaj ThaningIn this essay the author describes his search for Clara Bolton and her acquaintance with among others Benjamin Disraeli and the priest, Alexander d’Arblay, a son of the author, Fanny Burney. He gives a detailed account of Clara Bolton and leaves no doubt about the deep impression she made on Grundtvig, even though he met her and spoke to her only once in his life at a dinner party in London on June 24th 1830. Kaj Thaning has dedicated his essay to Dr. Oscar Wood, Christ Church College, Oxford, and explains why: “Just 30 years ago, while one of my daughters was working for Dr. Oscar Wood, she asked him who “Mrs. Bolton” was. Grundtvig speaks of her in a letter to his wife dated June 25th 1830. Through the Disraeli biographer, Robert Blake, Dr. Wood discovered her identity, so I managed to add a footnote to my thesis (p. 256). She was called Clara! The Disraeli archives, once preserved in Disraeli’s home at Hughenden Manor but now in the British Museum, contain a bundle of letters which Dr. Wood very kindly copied for me. The letters fall into three groups, the middle one being from June 1832, when Clara Bolton was campaigning, in vain, for Disraeli’s election to parliament. Her husband was the Disraeli family doctor, and through him she wrote her first letter to Benjamin Disraeli, asking for his father’s support for her good friend, Alexander d’Arblay, a theology graduate, in his application for a position. This led to the young Disraeli asking her to write to him at his home at Bradenham. There are therefore a group of letters from before June 1832. Similarly there are a number of letters from a later date, the last being from November 1832”.The essay is divided into three sections: 1) Clara Bolton and Disraeli, 2) The break between them, 3) Clara Bolton and Alexander d’Arblay. The purpose of the first two sections is to show that the nature of Clara Bolton’s acquaintance with Disraeli was otherwise than has been previously assumed. She was not his lover, but his political champion. The last section explains the nature of her friendship with Alex d’Arblay. Here she was apparently the object of his love, but she returned it merely as friendship in her attempt to help him to an appointment and to a suitable lifelong partner. He did acquire a new position but died shortly after. There is a similarity in her importance for both Grundtvig and d’Arblay in that they were both clergymen and poets. Disraeli and Grundtvig were also both writers and politicians.At the age of 35 Clara Bolton died, on June 29th 1839 in a hotel in Le Havre, according to the present representative of the Danish Institute in Rouen, Bent Jørgensen. She was the daughter of Michael Peter Verbecke and Clarissa de Brabandes, names pointing to a Flemish background. On the basis of archive studies Dr. Michael Hebbert has informed the author that Clara’s father was a merchant living in Bread Street, London, between 1804 and 1807. In 1806 a brother was born. After 1807 the family disappears from the archives, and Clara’s letters reveal nothing about her family. Likewise the circumstances of her death are unknown.The light here shed on Clara Bolton’s life and personality is achieved through comprehensive quotations from her letters: these are to be found in the Danish text, reproduced in English.Previous conceptions of Clara’s relationship to Disraeli have derived from his business manager, Philip Rose, who preserved the correspondence between them and added a commentary in 1885, after Disraeli’s death. He it is who introduces the rumour that she may have been Disraeli’s mistress. Dr. Wood, however, doubts that so intimate a relationship existed between them, and there is much in the letters that directly tells against it. The correspondence is an open one, open both to her husband and to Disraeli’s family. As a 17-year-old Philip Rose was a neighbour of Disraeli’s family at Bradenham and a friend of Disraeli’s younger brother, Ralph, who occasionally brought her letters to Bradenham. It would have been easy for him to spin some yarn about the correspondence. In her letters Clara strongly advocates to Disraeli that he should marry her friend, Margaret Trotter. After the break between Disraeli and Clara it was public knowledge that Lady Henrietta Sykes became his mistress, from 1833 to 1836. Her letters to him are of a quite different character, being extremely passionate. Yet Philip Rose’s line is followed by the most recent biographers of Disraeli: the American, Professor B. R. Jerman in The Young Disraeli (1960), the English scholar Robert Blake, in Disraeli (1963) and Sarah Bradford in Disraeli (1983). They all state that Clara Bolton was thought to be Disraeli’s mistress, also by members of his own family. Blake believes that the originator of this view was Ralph Disraeli. It is accepted that Clara Bolton 7 Grundtvig Studier 1985 was strongly attracted to Disraeli, to his manner, his talents, his writing, and not least to his eloquence during the 1832 election campaign. But nothing in her letters points to a passionate love affair.A comparison can be made with Henrietta Sykes’ letters, which openly burn with love. Blake writes of Clara Bolton’s letters (p. 75): “There is not the unequivocal eroticism that one finds in the letters from Henrietta Sykes.” In closing one of her letters Clara writes that her husband, George Buckley Bolton, is waiting impatiently for her to finish the letter so that he can take it with him.She wants Disraeli married, but not to anybody: “You must have a brilliant star like your own self”. She writes of Margaret Trotter: “When you see M. T. you will feel so inspired you will write and take her for your heroine... ” (in his novels). And in her last letter to Disraeli (November 18th 1832) she says: “... no one thing could reconcile me more to this world of ill nature than to see her your wife”. The letter also mentions a clash she has had with a group of Disraeli’s opponents. It shows her temperament and her supreme skill, both of which command the respect of men. No such bluestockings existed in Denmark at the time; she must have impressed Grundtvig.Robert Blake accepts that some uncertainty may exist in the evaluation of letters which are 150 years old, but he finds that they “do in some indefinable way give the impression of brassiness and a certain vulgarity”. Thaning has told Blake his view of her importance for Grundtvig, and this must have modified Blake’s portrait. He writes at least: “... she was evidently not stupid, and she moved in circles which had some claim to being both intellectual and cosmopolitan.”He writes of the inspiration which Grundtvig owed to her, and he concludes: “There must have been more to her than one would deduce by reading her letters and the letters about her in Disraeli’s papers.” - She spoke several languages, and moved in the company of nobles and ambassadors, politicians and literary figures, including John Russell, W.J.Fox, Eliza Flower, and Sarah Adams.However, from the spring of 1833 onwards it is Henrietta Sykes who portrays Clara Bolton in the Disraeli biographies, and naturally it is a negative portrait. The essay reproduces in English a quarrel between them when Sir Francis Sykes was visiting Clara, and Lady Sykes found him there. Henrietta Sykes regards the result as a victory for herself, but Clara’s tears are more likely to have been shed through bitterness over Disraeli, who had promised her everlasting friendship and “unspeakable obligation”. One notes that he did not promise her love. Yet despite the quarrel they all three dine together the same evening, they travel to Paris together shortly afterwards, and Disraeli comes to London to see the them off. The trip however was far from idyllic. The baron and Clara teased Henrietta. Later still she rented a house in fashionable Southend and invited Disraeli down. Sir Francis, however, insisted that the Boltons should be invited too. The essay includes Blake’s depiction of “the curious household” in Southend, (p. 31).In 1834 Clara Bolton left England and took up residence at a hotel in the Hague. A Rotterdam clergyman approached Disraeli’s vicar and he turned to Disraeli’s sister for information about the mysterious lady, who unaccompanied had settled in the Hague, joined the church and paid great attention to the clergy. She herself had said that she was financing her own Sunday School in London and another one together with the Disraeli family. In her reply Sarah Disraeli puts a distance between the family and Clara, who admittedly had visited Bradenham five years before, but who had since had no connection with the family. Sarah is completely loyal to her brother, who has long since dropped Clara. By the time the curious clergyman had received this reply, Clara had left the Hague and arrived at Dover, where she once again met Alexander d’Arblay.Alex was born in 1794, the son of a French general who died in 1818, and Fanny Burney. She was an industrious correspondent; as late as 1984 the 12th and final volume of her Journals and Letters was published. Jens Peter .gidius, a research scholar at Odense University, has brought to Dr Thaning’s notice a book about Fanny Burney by Joyce Hemlow, the main editor of the letters. In both the book and the notes there is interesting information about Clara Bolton.In the 12th volume a note (p. 852) reproduces a letter characterising her — in a different light from the Disraeli biographers. Thaning reproduces the note (pp. 38-39). The letter is written by Fanny Burney’s half-sister, Sarah Harriet Burney, and contains probably the only portrait of her outside the Disraeli biographies.It is now easier to understand how she captivated Grundtvig: “very handsome, immoderately clever, an astrologer, even, that draws out... Nativities” — “... besides poetry-mad... very entertaining, and has something of the look of a handsome witch. Lady Combermere calls her The Sybil”. The characterisation is not the letter-writer’s but that of her former pupil, Harriet Crewe, born in 1808, four years after Clara Bolton. A certain distance is to be seen in the way she calls Clara “poetry-mad”, and says that she has “conceived a fancy for Alex d’Arblay”.Thaning quotes from a letter by Clara to Alex, who apparently had proposed to her, but in vain (see his letter to her and the reply, pp. 42-43). Instead she pointed to her friend Mary Ann Smith as a possible wife. This is the last letter known in Clara’s handwriting and contradicts talk of her “vulgarity”. However, having become engaged to Mary Ann Alex no longer wrote to her and also broke off the correspondence with his mother, who had no idea where he had gone. His cousin wrote to her mother that she was afraid that he had “some Chére Amie”. “The charges are unjust,” says Thaning. “It was a lost friend who pushed him off. This seems to be borne out by a poem which has survived (quoted here on p. 45), and which includes the lines: “But oh young love’s impassioned dream /N o more in a worn out breast may glow / Nor an unpolluted stream / From a turgid fountain flow.””Alex d’Arblay died in loneliness and desperation shortly afterwards. Dr. Thaning ends his summary: “I can find no other explanation for Alexander d’Arblay’s fate than his infatuation with Clara Bolton. In fact it can be compared to Grundtvig’s. For Alex the meeting ended with “the pure stream” no longer flowing from its source. For Grundtvig, on the other hand the meeting inspired the lines in The Little Ladies: Clara’s breath opened the mouth, The rock split and the stream flowed out.”

ResumoNas primeiras décadas do século XX, os educadores brasileiros se apropriaram de um conjunto de ideias de renovação educacional que convencionamos chamar de Escola Nova. As ideias “escolanovistas”, permeadas por diferentes vertentes de pensamento, nortearam as reformas educacionais e as práticas educativas até os anos 1960. Nesse programa de reformas educacionais, a publicação de livros foi uma das principais estratégias para divulgar valores e conhecimentos destinados a conformar a prática docente. A partir de meados dos anos 1940 houve uma renovação das preocupações com os aspectos teórico e metodológico da formação de professores, sendo que os manuais pedagógicos assumiram a função de guia para o professor. Alguns de seus autores eram “escolanovistas”, de vertente católica, como Amaral Fontoura, autor do manual Fundamentos da Educação, a primeira obra da Coleção Biblioteca Didática Brasileira assinada por ele e que teve grande aceitação nas Escolas Normais do país.Palavras-chave: Manuais Pedagógicos. Formação de Professores. Escola Nova. Pensamento Católico. AbstractIn the first decades of the XX century, the Brazilian educators seized a collection of ideas for themselves concerning educational renovation, which we have agreed to call New School. The ideas inspired by this New School, that is to say, the “escolanovistas” ideas, permeated by different strands of thought, have leaded the educational reform and the educational practice up to the 60s. In this reform programme, the publication of books was one of the main strategies to disclose values and knowledge aiming at complying with the teaching practice. From the middle of the 40s onwards, there was a renovation of the worries with the theoretical and practical aspects related to teachers’formation, having the pedagogical manuals undertaken the function of guide to the teacher. Some of their authors were “escolanovistas”, who belonged to the catholic group, such as Amaral Fontoura, author of the manual entitled Education Principles (Fundamentos da Educação), the first book of the Brazilian Library Didactic Collection (Coleção Biblioteca Didática Brasileira), signed by this author, which had great acceptance in the Teacher’s Formation Schools in the country.Keywords: Pedagogical Manuals. Teacher´s formation. New School. Catholic Tougth.ResumenEn las primeras décadas del siglo XX, los educadores brasileños se apropiaron de un conjunto de ideas de renovación educacional que se acordó llamar Escuela Nueva. Las ideas de esa escuela, permeadas por distintas vertientes de pensamiento, direccionaban las reformas educacionales y las prácticas educativas hasta los años 60. En ese programa de reformas educacionales, la publicación de libros fue una de las principales estrategias para divulgar valores y conocimientos destinados a conformar la práctica docente. A partir de mediados de la década de 40 hubo una renovación de las preocupaciones con los aspectos teórico y metodológico de la formación de profesores, siendo que los manuales pedagógicos asumieron la función de guía para el profesor. Algunos de sus autores eran de la Escuela Nueva, de vertiente católica, como Amaral Fontoura, autor del Manual Fundamentos de la Educación, la primera obra de la Colección Biblioteca Didáctica Brasileña firmada por él y que tuvo gran aceptación en las Escuelas Normales del país.Palabras-clave: Manuales pedagógicos. Formación de Maestros. Escuela Nueva. Pensamento Católico.

Abstract The present research study was carried out in a doctoral dissertation context aiming to explore how the wordless book’s images promote critical thinking skills such as interpretation, analysis, explanation, inference and evaluation. The study sample was consisted of 120 First Grade students, who go to 4 state schools in Larissa (Greece). The Critical Thinking Skills Evaluation Tool (C.T.S.E.T) was designed. The research process was based on a quasi-experimental design in order to evaluate the comparison groups’ critical thinking skills (experimental and control). Experimental group children’s higher achievements make C.T.S.E.T an effective tool for assessing children's critical thinking skills in the process of interpreting the book’s story only through images and lead to the conclusion that children's critical thinking is improved through the application of educational programs and practices for approaching the wordless books in school learning environments (Housen, 2002; Pantaleo, 2017; Yenawine, 2013). Keywords: Critical Thinking, Wordless Book, Quasi-experimental design Resumen El presente estudio de investigación se llevó a cabo en un contexto de tesis doctoral sobre como las imágenes del libro sin palabras promueven habilidades de pensamiento crítico como interpretación, análisis, explicación, inferencia y evaluación. La muestra del estudio estuvo compuesta por 120 estudiantes de primer grado, que asisten a 4 escuelas públicas en Larissa (Grecia). Se diseñó la Herramienta de Evaluación de Habilidades de Pensamiento Critico (H.E.H.P.C). El proceso de investigación se basó en un diseño cuasi-experimental con el fin de evaluar las habilidades de pensamiento crítico de los grupos comparados (experimental y control). Los mayores logros de los niños en el grupo experimental hacen de H.E.H.P.C una herramienta eficaz para evaluar las habilidades de pensamiento crítico de los niños en el proceso de interpretación de la historia del libro solo a través de imágenes y llevan a la conclusión de que el pensamiento crítico de los niños se mejora mediante la aplicación de programas educativos y prácticas para el abordaje de los libros sin palabras en ambientes escolares de aprendizaje (Housen, 2002; Pantaleo, 2017; Yenawine, 2013). Palabras clave: Pensamiento crítico, Libro sin palabras, Diseño cuasi-experimental Resum El present estudi de recent estudi de recerca es va dur a terme en un context de tesi doctoral i va abordar com les imatges del llibre sense paraules promouen les habilitats de pensament crític com ara la interpretació, l’ anàlisi, l’explicació, la inferència i l’avaluació. La mostra d’estudi estava formada per 120 alumnes de primer grau, que van a 4 escoles públiques de Larissa (Grècia). Es va dissenyar l’eina Eina d’Avaluació d’Habilitats de Pensament Crític (E.A.H.P.C.). El procés de recerca es va basar en un disseny quasi experimental per tal d’avaluar les habilitats de pensament crític dels grups de comparació (experimental i control). Els èxits més elevats dels nens del grup experimental fan que el M.A.H.P.C. siga una eina eficaç per avaluar les labilitats de pensament crític dels nens en el procés d’interpretació de la història del llibre només a través d’imatges i porten a la conclusió que el pensament crític dels nens es millora mitjançant l’aplicació de programes educatius. i pràctiques per apropar-se als llibres sense paraules en entorns d’aprenentatge escolar (Housen, 2002; Pantaleo, 2017; Yenawine, 2013). Paraules clau: Pensament crític, Llibre sense paraules, Disseny quasi experimental

Antecedentes: La demanda de actividades deportivas acuáticas en los centros escolares y deportivos ha aumentado en los últimos años, en parte gracias a los beneficios que supone sobre la salud y el desarrollo motriz del estudiante.Objetivos: El objetivo principal de este estudio fue determinar la relación existente entre las actividades acuáticas en clases de educación física, la actividad deportiva extraescolar y el nivel de actividad física deportiva en estudiantes de 5º y 6º de Educación Primaria.Método: La muestra del estudio fue de 368 participantes pertenecientes a cuatro centros educativos de la Región de Murcia (España), dos de los cuales contaban con instalaciones acuáticas, mientras que los otros dos centros no disponían de este tipo de instalaciones. Se utilizó una batería de preguntas para conocer el tipo de actividad física deportiva extraescolar y el número de horas semanales dedicadas a dichas actividades.Resultados: Los resultados mostraron que existían diferencias a nivel de actividades acuáticas extraescolares entre los centros con práctica acuática escolar y aquellos otros que no cuentan con dicha oferta académica y un tamaño del efecto moderado a favor de los estudiantes con instalaciones acuáticas respecto al nivel de actividad física deportiva y la realización de actividades extraescolares.Conclusiones: Los estudiantes que practican actividades acuáticas en clases de educación física realizan más actividad física deportiva acuática extraescolar y tienden a ser más activos.Palabras clave: Actividad física deportiva, ejercicio, salud, niños, estilo de vida.Title: Differences between centers with aquatic activities in physical education, sports activities and the level of physical activity outside schoolAbstractBackground: The demand for aquatic sports activities in schools and sports has increased in recent years, in part, thanks to the expected benefits on health and motor development of students.Goals: The main objective of this study was to determine the relationship between aquatic activities in physical education, out-of-school sports activity and the level of physical activity in 5th and 6th grade primary school students.Method: The sample of the study was of 368 participants belonging to four educational centers, from Murcia Region (Spain), two of which had aquatic facilities, while the other two centers did not have this type of facilities. A battery of questions was used to know the type of out-of-school physical activity and the number of weekly hours devoted to theseactivities.Results: The results showed that there were significant differences in the level of extracurricular aquatic activities between the schools with aquatic practice and those that do not have such academic offer and a moderate effect size favorable for students with aquatic facilities compared to the level of physical activity and extracurricular activities.Conclusions: Students who practice aquatic activities in physical education classes perform more physical activity outside the school and tend to be more active.Key words: Physical sport activity, exercise, health, children, lifestyle. Titulo: Diferenças entre centros com atividades aquáticas na educação física, atividades esportivas e o nível de atividade física fora da escola.ResumoIntrodução: A demanda por atividades esportivas aquáticas em escolas e centros esportivos aumentou nos últimos anos, em parte graças aos benefícios que tem sobre a saúde e o desenvolvimento motor do aluno.Objetivos: O objetivo principal deste estudo foi determinar a relação entre atividades aquáticas na educação física, atividade esportiva extra-escolar e o nível de atividade física em estudantes do ensino primário da 5ª e 6ª série.Método: Apl A amostra do estudo foi de 368 participantes pertencentes a quatro centros educacionais da região de Murcia (Espanha), dois dos quais possuíam instalações aquáticas, enquanto os outros dois centros não possuíam este tipo de instalações. Uma bateria de perguntas foi usada para conhecer o tipo de atividade física fora da escola eo número de horassemanais dedicadas a essas atividades.Resultados: Os resultados mostraram que houve diferenças significativas no nível de atividades aquáticas extracurriculares entre as escolas com prática aquática e aqueles que não possuem tal oferta acadêmica e um tamanho de efeito moderado favorável para estudantes com instalações aquáticas em comparação com o nível de atividade física e atividadesextracurriculares.Conclusões: Os alunos que praticam atividades aquáticas em aulas de educação física realizam mais atividade física fora da escola e tendem a ser mais ativos.Palavras-chave: Atividade física esportiva, exercício, saúde, crianças, estilo de vida.

Resumo: Este trabalho discorre sobre a produção do conhecimento nas séries finais do ensino fundamental, em que as/os estudantes formularam as aulas através da criação de material audiovisual, sendo que para tal foi necessário a pesquisa, realização de atividades escritas, jogo interativo (Reciclamundo), construção de uma proposta inicial e gravação. O objetivo desse artigo é mostrar como os discentes aprenderam sobre o consumismo na sociedade capitalista, a produção de lixo e a necessidade da reciclagem, sendo protagonistas do processo. Com o uso resignificado de elementos que estão no cotidiano e causam dispersão em sala de aula, pôde-se utiliza-los como parte da própria aula, reconduzindo a um processo de ensino aprendizagem mais flexível, com o uso das tecnologias disponíveis que ultrapassam os limites da sala de aula, levando-as/os a serem responsáveis pela construção do seu conhecimento. Como resposta a aplicação dessa metodologia houve maior envolvimento e aprendizagem sobre os temas. Palavras-chave: Consumismo. Reciclagem. Audiovisual Abstract: This paper talks about knowledge production in the early grades on secondary school, in which the students have planned classes through audiovisual material creation, whereby they have to research, perform writing activities, interactive game (Reciclamundo), build an initial proposal and record. This paper aims to show how the students learned about consumerism in capitalist society, the waste production and the recycling necessity, acting as process protagonists. It was possible to use the elements that are in daily life and cause dispersion in the classroom redefining its use, making them part of the class itself, leading the students to a more flexible teaching-learning process, using available technologies beyond the boundaries of the classroom, what lead them to be responsible for their own knowledge construction. As a response to this methodology application there was greater involvement and learning about the themes. Keywords: Consumerism. Recycling. Audiovisual. En este trabajo se discute la producción de conocimiento en cursos finales de la educación secundaria, donde los estudiantes formulan las lecciones a través de la creación de material audiovisual, y para ello fue necesario la investigación, la realización de actividades escritas, juego interactivo ( Reciclamundo), la construcción de una propuesta inicial y la grabación. El objetivo de este artículo es mostrar cómo los estudiantes aprendieron sobre el consumismo en la sociedad capitalista, la producción de residuos y la necesidad de reciclaje, siendo protagonistas del proceso. Con el uso resignificando de elementos que se encuentran en la vida cotidiana y causan dispersión en el aula, se puede utilizar como parte de la clase, lo que conlleva a un proceso de enseñanza aprendizaje más flexible, utilizando las tecnologías disponibles que ultrapasan los límites del aula, llevándolas/los a ser responsables de la construcción de su conocimiento. En respuesta a la aplicación de esta metodología hubo mayor participación y aprendizaje sobre los temas. Palabras clave: Consumismo. Reciclaje. Audiovisual

El libro de texto escolar es una herramienta de control curricular, su relación con el aprendizaje y enseñanza que la determina el Estado ecuatoriano. El objetivo de los textos escolares es mostrar el universo científico y cultural que se quiere enseñar a los estudiantes y refleja los: valores, estereotipos e ideologías del Ecuador. A partir de 2011 se normalizó y lo controla y distribuye el Ministerio de Educación de forma gratuita en los establecimientos educativos fiscales, fiscomisionales y municipales del Ecuador. Son elaborados y producidos por las más importantes casas editoriales, además revisados y avalados por las universidades del país. Este sistema aparece con la creación de la Ley Orgánica de Educación Intercultural que ha logrado establecer políticas editoriales en el sector educativo, así como dinamizar la economía del sector editorial en toda su cadena productiva tanto intelectual como de fabricación. Es relevante el análisis de la producción editorial por la expansión de los sistemas nacionales de educación y la implementación de los modelos de enseñanza, se presenta varios puntos de vista sobre la representación del saber oficial y el acceso igualitario a la información y conocimiento. Se identifica cómo están distribuidas las casas editoras y la contribución de las universidades del país para la evaluación de contenidos, según su área de experiencia y la asignatura que abarca el texto escolar. El artículo muestra también diferentes cifras sobre la asignación y fondos destinados al proyecto que aporta a la economía de Ecuador. Palabras clave: Textos escolares, políticas editoriales, mercado editorial, impresión, diseño editorial. AbstractThe school textbook is a curricular control tool, its relationship with learning and teaching is determined by the Ecuadorian State. The objective of the textbooks is to show the scientific and cultural universe intended to be taught to students and reflects the values, stereotypes, and ideologies of Ecuador. As of 2011, it was standardized, controlled, and distributed by the Ministry of Education free of charge in public, fiscal, “fiscomisional”, and municipal educational establishments in Ecuador. They are elaborated and produced by the most important publishing houses, also reviewed, and endorsed by the country's universities. This system appears with the creation of the Organic Law of Intercultural Education, which has managed to establish editorial policies in the educational sector, as well as boost the economy of the publishing sector throughout its productive chain, both intellectual and manufacturing. The analysis of editorial production is relevant due to the expansion of national education systems and the implementation of teaching models, various points of view are presented on the representation of official knowledge and equal access to information and knowledge. It is identified how the publishing houses are distributed and the contribution of the country's universities for the evaluation of content, according to their area of experience and the subject covered by the textbook. The article also shows different figures on the allocation and funds destined for the project that contributes to the economy of Ecuador. Keywords: School texts, editorial policies, publishing market, printing, editorial design.

Resumen: El año 2020 ha estado marcado por una pandemia global causante de una situación extraña e impredecible a nivel planetario. Todos los países del mundo se encuentran en procesos de prevención sanitaria contra la COVID-19, un virus que ataca agresivamente el sistema inmunológico de las personas. Intentar llevar a cabo cualquier actividad supone un riesgo de contagio, ya que el coronavirus se propaga sobre todo a través del aliento humano, lo cual ha supuesto la irrupción de nuevos hábitos cotidianos, como usar siempre la mascarilla, o no poder reunirse con otra gente para celebraciones y eventos, ni tampoco dar clase en el aula. Inmersos en esta tesitura, desfavorable para cualquier intento de normalidad educativa, en el caso de la educación artística padecemos doblemente esta penosa realidad. En la coyuntura española, iniciábamos el año presentando una serie de alegaciones a la nueva ley de educación que el gobierno quiere aprobar (LOMLOE), una ley que prácticamente elimina las artes visuales del currículum escolar. También en otros países se está evidenciando un retroceso constante en materia de educación artística. Si el coronavirus está impulsando la práctica de las artes mediante el uso de tecnologías digitales, y la sociedad reivindica más enseñanzas en materia de prevención, salud, inclusión, igualdad, diversidad y lenguajes tecnológicos emergentes, deberíamos atender a estas necesidades que requiere el nuevo escenario educativo y vital. Ante tales evidencias, apostamos por una muerte digna de nuestra especialidad, tal y como la entendíamos hasta ahora, valorando que este derecho a la eutanasia supone el nacimiento de un concepto renovado de la educación artística, algo que deberemos abordar como prioridad y de manera inmediata. Palabras clave: arte, educación artística, pandemia, formación de profesorado, coronavirus. Abstract: This year 2020 has marked by a global pandemic that causes a strange and unpredictable situation at the planetary level. All countries are in health prevention processes due to COVID-19, a virus that attacks the immune system. Trying to do any activity poses a risk of contagion, since the coronavirus spreads especially through human breath, which has led to the invasion of new daily habits, such as leaving the house with a mask, or not being able to meet other people for celebrations and events, or to teach in the classroom. Immersed in this unfavorable situation for any educational normality, in the case of artistic education we suffer doubly from this painful reality. In Spain, we started the year presenting a series of complaints to the new education law that the government wants to pass (LOMLOE), a law that practically eliminates the visual arts from the school curriculum. Also in other countries, there is a constant decline in Art Education as curricular teaching. If the coronavirus is promoting the use of digital technologies, and society claims the teachings on prevention, health, inclusion, equality, diversity and emerging technological languages, we should attend to the needs required by the new educational and vital scenario. Faced with such evidence, we are committed to a death worthy of our specialty, as we understood it until now, understanding that this right to euthanasia implies the birth of a renewed concept of artistic education, something that we must do immediately as a priority. Keywords: Art, Art Education, Pandemic, Teacher Training, Coronavirus.

A presente pesquisa quantitativa objetivou desenvolver a Oficina Vida Emocional e avaliar os seus impactos nos participantes, por meio da medição dos afetos positivos e negativos, de um grupo de 12 discentes (grupo experimental) do 9º ano do EF, de uma escola pública de Porto Alegre, comparados com um controle (n= 28). Ao compararmos os resultados das médias dos estudantes, antes e depois da Oficina, verificamos que o grupo experimental, no Pós-teste, teve aumento significativo nas médias nos Afetos Positivos (AP). Nos Afetos Negativos (AN) houve modificação na direção esperada reduzindo, embora não tenha sido significativa. Inferimos, que os adolescentes melhoraram seus níveis de Bem-Estar Subjetivo, na dimensão emocional, pois tiveram aumento nas médias dos AP e redução nas médias dos AN, após a participação na Oficina Vida Emocional.Palavras-chave: Educação emocional. Adolescentes. Escola. Afetos positivos e negativos. Bem-estar subjetivo.EMOTIONAL LIFE WORKSHOP: repercussions on subjective well-being of adolescents Abstract: This quantitative research aimed to develop the Emotional Life Workshop and assess their impacts on participants, through the measurement of positive and negative affect, of a group of 12 students (experimental group) of the 9th grade of Middle School, of a public school in Porto Alegre, compared with a control (n = 28). Comparing the results of the averages of students before and after the workshop, we find that the experimental group in the post-test had a significant increase in the average Positive Affects (PA). In Negative Affects (NA) there was a change in the expected direction, although it was not significant. We infer that teens have improved their levels of subjective well-being, emotional dimension, because had increase in averages of PA and reduction in the average of NA, after participating in the Emotional Life Workshop.Keywords: Emotional education. Adolescents. School. Positive and negative affections. Subjective well-being. TALLER VIDA EMOCIONAL: impacto en el bienestar subjetivo de adolescentesResumen: Esta investigación cuantitativa pretende desarrollar el taller de vida emocional y evaluar su impacto en los participantes, a través de la medición del afecto positivo y negativo, de un grupo de 12 alumnos (grupo experimental) de 9 º año de lo EF, una escuela pública en Porto Alegre, en comparación con un control (n = 28). Comparar los resultados de los promedios de los estudiantes antes y después del taller, nos encontramos con que el grupo experimental en la prueba post, tenía un aumento significativo en el promedio de los afectos positivos (AP). En el afecto negativo (AN) hubo cambios en la dirección esperada, aunque no fue significativa. Deducimos, que los adolescentes mejoraron sus niveles de bienestar subjetivo, dimensión afectiva, porque había aumento en el promedio de AP y reducción en el promedio del AN, después de la participación en el taller La vida emocional.Palabras clave: Educación emocional. Adolescentes. Escuela. Afectos positivos y negativos. Bienestar subjetivo.

The 1890s was a decade of remarkable progress in Whanganui. The depression of the 1880s was over. The town became an important port and distribution centre with railway connections to Wellington and New Plymouth as well as wharves at Castlecliff and in town. Alexander Hatrick began his riverboat service on the river enabling tourists from all over the world to travel the "Rhine of New Zealand." The colonial town developed culturally. The Technical School of Design was established in 1892, the public museum opened a few years later and the library was extended. The local MP, John Ballance, was Premier until his death in 1893; his state funeral and that in 1898 of the Māori chief, Te Keepa Rangihiwinui, were defining moments in Whanganui's history. A 40-year building boom began, starting with the replacement of old town centre premises dating from the 1860s and earlier. In 1890 there were two architects in town, but only one with recognized qualifications: Alfred Atkins, FRIBA. Having been in practice with Frederick de Jersey Clere in the 1880s, Atkins' practice blossomed in the 1890s. He was architect to both the Education and Hospital Boards at a time of major commissions and advisor to the Borough Council. He designed the museum and a large warehouse and bond store for Sclanders of Nelson and organized the architectural competition for what is now known as The Royal Whanganui Opera House. This paper examines these and other buildings together with some "gentlemen's residences" as examples of the Victorian architecture which characterizes Whanganui today. During the 1890s the Borough Council continued to grapple with the problem of fires in town. The arguments raged over the merits of building in wood versus brick. This paper looks at the evolution of the Council's eventual designation in 1898 of a downtown "brick area" with bylaws requiring at least brick side walls on all new buildings. The era of building permits began and the erection of new brick walls heralded the end of the wooden shop. The brick buildings that followed changed the character of Whanganui's townscape.

Titulo en ingles: Mosaicism leucocitary associated to infertility in four mares.RESUMEN: Se tomaron muestras de sangre periférica a cuatro yeguas de 19, 13, 10 y 4 años de edad, de raza Silla francesa, dos Criollas Colombianas y una Paso Fino Colombiano respectivamente, para realizar cultivo de linfocitos. Los animales fueron remitidos por la Clínica de Reproducción al Laboratorio de Citogenética Animal de la Facultad de Medicina Veterinaria y de Zootecnia de la Universidad Nacional de Colombia por antecedentes de problemas reproductivos. A la palpación se detectaron órganos reproductivos subdesarrollados; ausencia de preñez, además abortos frecuentes y en algunos casos nacimiento de potros inmaduros o con defectos fenotípicos. La evaluación citogenética se realizó mediante análisis de cromosomas obtenidos a partir de cultivo de linfocitos, y teñidos con Giemsa. El complemento cromosómico en todos los animales estudiados fue 63, XO/64,XX; las células con monosomía del X, (63,XO) oscilaron entre el 25% y 63% de las células analizadas y las células normales (64,XX) entre el 37% y el 75% . Los resultados de estos análisis demostraron los beneficios de este tipo de diagnostico para determinar fallas reproductivas que involucran anormalidades cromosómicas en yeguas que fenotipicamen no presentaban alteraciones evidentes.Palabras clave: monosomía, cromosomas sexuales, mosaicismo en yeguas.ABSTRACT: Heparinized blood samples for culturing leucocytes were taken from four mares that were 4, 10, 13, and 19 years old. They were of three different breeds. One was a French saddle horse, two were Colombian creoles, and the fourth was a fine stepping Colombian riding horse. The mares were remitted by the Clinic of Reproduction to the Animal Cytogenetic Laboratory of the School of Veterinary Medicine and Zootechnics of the National University of Colombia due to their history of reproductive failure. Rectal palpation revealed atrophic reproductive organs. Failure to conceive, frequent abortions, and birth of inmature foals, or those born with phenotypic defects, were noted in the mares’ histories. A cytogenetic evaluation was done by an analysis of the mares’ chromosomes that were obtained by culturing the leucocytes and staining them with Giemsa. The chromosome complement was 63,XO/64,XX for all samples. The cells analyzed with X monosomy (63,XO) varied from 25% to 63%, and the normal cells (64,XX) varied from 37% to 75%. The results of this analysis demonstrated that this diagnostic tool is beneficial to determine reproductive failures due to chromosomal abnormalities in mares that didn’t show any evident phenotypic abnormalities.Key work: monosomy, sexual chromosome, mare mosaicism.

Resumo O presente artigo analisa o contexto histórico da formação e atuação profissional em Educação Física em Moçambique. Para a construção do mesmo foram consideradas as vivências e experiências dos autores como professores de Educação Física, artigos publicados e documentos oficiais. Constatamos que a formação de professores sofreu várias metamorfoses em função da realidade de cada época; desde o período colonial até hoje não houve mudanças em conteúdos lecionados na Educação Física escolar; a atuação profissional dos professores é influenciada pelos preconceitos e estereótipos de género e corpo onde se verifica a separação de meninos e meninas nas aulas e no tipo de atividade desportiva; há interferências das práticas sociais e culturais como os ritos de iniciação, os mitos e tabus nas aulas. Em função destas constatações, perspetivamos reconstruir a formação e a atuação profissional em Educação Física a partir de um olhar intercultural e pós- colonial.Palavras-chave: Formação. Atuação Profissional. Educação Física. Moçambique. Physical Education in Mozambique: historical dilemmas of training and professional activity Abstract The present article analyzes the historical context of the formation and professional performance in Physical Education in the Mozambican context, taking into account the record shifts of the colonial period up to the moment. For the construction of the article, experiences of the authors as teachers of Physical Education, published articles and official documents were considered. We found that teacher training underwent several metamorphoses in function of the reality of each epoch; from the colonial period until today, there were no changes of contents taught in the Physical School Education; the professional performance of teachers is influenced by stereotypes of gender and body prejudices where it can be noticed the separation of boys and girls in the classes and in the type of sports activity to be performed in class in accordance with the body structure. There are negative influences of social and cultural practices such as initiation rites, myths and taboos in class. Based on these findings, we intend to reconstruct the formation and professional activity of the Physical Education teacher from an intercultural and postcolonial.Keywords: Training. Professional Performance. Physical Education. Mozambique. Educación Física en Mozambique: dilemas históricos de la formación y actuación profesional Resumen El presente artículo analiza el contexto histórico de la formación y actuación profesional en Educación Física en el contexto mozambiqueño, teniendo en cuenta las transforaciones registradas del período colonial hasta el momento. Para la construcción del mismo fueron consideradas las vivencias y experiencias de los autores como profesores de Educación Física, artículos publicados y documentos oficiales. Constatamos que la formación de profesores sufrió varias cambio en función de la realidad de cada época; desde el período colonial hasta hoy no hubo cambios en contenidos leídos en la Educación Física escolar; la actuación profesional de los profesores es influenciada por los prejuicios y estereotipos de género y cuerpo donde se verifica la separación de niños y niñas en las clases y en el tipo de actividad deportiva a realizar en la clase en función del cuerpo; hay influencias negativas de las prácticas sociales y culturales como los ritos de iniciación, los mitos y tabúes en las clases. En función de estas constataciones, perspetivamos reconstruir la formación y la actuación profesional del profesor de Educación Física a partir de una mirada intercultural y postcolonial.Palabras clave: Formación. Actuación Profesional. Educación Física. Mozambique.

ResumoO presente artigo analisa o contexto histórico da formação e atuação profissional em Educação Física em Moçambique. Para a construção do mesmo foram consideradas as vivências e experiências dos autores como professores de Educação Física, artigos publicados e documentos oficiais. Constatamos que a formação de professores sofreu várias metamorfoses em função da realidade de cada época; desde o período colonial até hoje não houve mudanças em conteúdos lecionados na Educação Física escolar; a atuação profissional dos professores é influenciada pelos preconceitos e estereótipos de género e corpo onde se verifica a separação de meninos e meninas nas aulas e no tipo de atividade desportiva; há interferências das práticas sociais e culturais como os ritos de iniciação, os mitos e tabus nas aulas. Em função destas constatações, perspetivamos reconstruir a formação e a atuação profissional em Educação Física a partir de um olhar intercultural e pós- colonial.Palavras-chave: Formação. Atuação Profissional. Educação Física. Moçambique.Physical Education in Mozambique: historical dilemmas of training and professional activityAbstractThe present article analyzes the historical context of the formation and professional performance in Physical Education in the Mozambican context, taking into account the record shifts of the colonial period up to the moment. For the construction of the article, experiences of the authors as teachers of Physical Education, published articles and official documents were considered. We found that teacher training underwent several metamorphoses in function of the reality of each epoch; from the colonial period until today, there were no changes of contents taught in the Physical School Education; the professional performance of teachers is influenced by stereotypes of gender and body prejudices where it can be noticed the separation of boys and girls in the classes and in the type of sports activity to be performed in class in accordance with the body structure. There are negative influences of social and cultural practices such as initiation rites, myths and taboos in class. Based on these findings, we intend to reconstruct the formation and professional activity of the Physical Education teacher from an intercultural and postcolonial.Keywords: Training. Professional Performance. Physical Education. Mozambique.Educación Física en Mozambique: dilemas históricos de la formación y actuación profesionalResumenEl presente artículo analiza el contexto histórico de la formación y actuación profesional en Educación Física en el contexto mozambiqueño, teniendo en cuenta las transforaciones registradas del período colonial hasta el momento. Para la construcción del mismo fueron consideradas las vivencias y experiencias de los autores como profesores de Educación Física, artículos publicados y documentos oficiales. Constatamos que la formación de profesores sufrió varias cambio en función de la realidad de cada época; desde el período colonial hasta hoy no hubo cambios en contenidos leídos en la Educación Física escolar; la actuación profesional de los profesores es influenciada por los prejuicios y estereotipos de género y cuerpo donde se verifica la separación de niños y niñas en las clases y en el tipo de actividad deportiva a realizar en la clase en función del cuerpo; hay influencias negativas de las prácticas sociales y culturales como los ritos de iniciación, los mitos y tabúes en las clases. En función de estas constataciones, perspetivamos reconstruir la formación y la actuación profesional del profesor de Educación Física a partir de una mirada intercultural y postcolonial.Palabras clave: Formación. Actuación Profesional. Educación Física. Mozambique.

No Brasil, o século XIX foi o período em que muitas mulheres europeias, principalmente alemãs, francesas e inglesas, aportaram no país, para exercerem o ofício de preceptoras nas casas da Corte Imperial, anunciando seus préstimos pelos jornais de grande circulação na época. O estudo tem como objetivo demonstrar a incidência da chegada dessas mulheres, nos anos de 1880, para o trabalho como preceptoras nas casas das elites oitocentistas, bem como discutir as práticas de educação que desenvolviam para ensinar, notadamente, meninas. Trata-se de uma pesquisa histórico-documental, cujas fontes incluem anúncios e matérias de jornais e revistas de educação e de instrução destinadas às famílias e às mulheres, além de literatura e egodocumentos, como diários e cartas, escritos pelas próprias preceptoras ou por testemunhos dessa prática. Conclui-se que a educação, a cargo de preceptoras europeias, era considerada uma distinção social e continha práticas de educação análogas aos modelos escolares europeus.Palavras-chave: Educação doméstica de meninas. Preceptoras. Brasil oitocentista.AbstractIn Brazil, the nineteenth century was the period in which many European women, mainly German, French and English, came to country to perform the office of preceptors in the houses of the Imperial Court, announcing their services by newspapers of great circulation at the time. The study aims to demonstrate the incidence of the arrival of these women, in the 1880s, for the work of preceptors in the houses of nineteenth-century elites, as well as discuss the educational practices they developed to teach, especially girls. This is a historical-documentary research whose sources include advertisements and articles from newspapers and magazines of education and instruction for families and women, as well literary texts as egodocuments, such as diaries and letters written by the preceptors themselves or by witnesses of this practice. It was concluded that education, by European preceptors, was considered a social differential and contained educational practices analogous to European school models.Keywords: Domestic girls’ education. Preceptors. Nineteenth-century Brazil.ResumenEn Brasil, el siglo XIX fue el período en que muchas mujeres europeas, principalmente, alemanas, francesas y inglesas, aportaron en país para ejercer el oficio de preceptoras en las casas de la Corte Imperial, anunciando sus servicios por los diarios de gran circulación en la época. El estudio tiene como objetivo demostrar la incidencia de la llegada de esas mujeres, en los años 1880, al trabajo de preceptoras en las casas de las élites del ochocientos, así como discutir las prácticas de educación que desarrollaban para enseñar, en particular, a las niñas. Se trata de una investigación histórico-documental, cuyas fuentes incluyen anuncios y materias de periódicos y revistas de educación e instrucción destinadas a las familias y las mujeres, además de literatura y egodocumentos, como diarios y cartas, escritos por las propias preceptoras o por testigos de esa práctica. Se concluye que la educación, a cargo de preceptoras europeas, se consideraba un diferencial social y contenía prácticas de educación análogas a los modelos escolares europeos.Palabras clave: Educación doméstica de las niñas. Preceptoras. Brasil del ochocientos.

ResumoDescreveremos o desenvolvimento de uma sequência didática elaborada para apresentar conceitos de educação financeira e educação socioemocional a alunos do primeiro ano do ensino médio de uma escola no litoral norte de São Paulo. A inserção, no contexto de vida dos alunos, de conceitos de planejamento financeiro, custo de oportunidade, relatividade financeira, autogestão, porcentagem, juros simples e juros compostos possibilitou aprendizado significativo, promovendo reflexão sobre armadilhas psicológicas envolvidas nas decisões financeiras e no mundo econômico. Discutimos maneiras de lidar com o dinheiro de forma equilibrada e consciente. Os registros e as rodas de conversa apontaram que houve percepção dos principais erros financeiros e indicaram aquisição de criticidade nos aspectos econômicos.Palavras-chave: Autoconhecimento, Gestão das emoções, Saúde financeira e ambiental, Metodologia ativa.AbstractThis article describes the application of a teaching sequence designed to introduce concepts of financial and socioemotional education to 1st-grade high school students on the northern coast of the state of São Paulo, Brazil. The introduction of concepts of financial planning, opportunity cost, financial relativity, self-management, percentages, and simple and compound interest in real-life contexts commonly experienced by the students promoted significant learning, triggering reflections on the psychological pitfalls involved in financial decisions and the economic world. Ways of dealing with money in a balanced, conscious fashion were discussed. Classroom records and group conversations revealed gains in perception of major financial mistakes and acquisition of critical thinking in economic issues.Keywords: Self-knowledge, Emotion management, Financial and environmental health, Active methodology.ResumenAbordamos el desarrollo de una secuencia didáctica, con el objetivo de insertar conceptos de educación financiera y educación socioemocional para estudiantes de 1er año de secundaria de una escuela de la costa norte del estado de São Paulo. La inserción de conceptos de planificación financiera, costo de oportunidad, relatividad financiera, autogestión, porcentaje, interés simple e interés compuesto, en el contexto de la vida de los estudiantes, posibilitó un aprendizaje significativo, promovió la reflexión sobre las trampas psicológicas involucradas en las decisiones financieras y en el mundo económico. Discutimos formas de lidiar con el dinero de manera equilibrada y consciente. Los registros y círculos de conversación señalaron que existía una percepción de los principales errores financieros y la adquisición de criticidad en los aspectos económicos.Palabras clave: Conocimiento de sí mismo, Manejo de emociones, Salud financiera y ambiental, Metodología activa.

Introducción: La pandemia ocasionada por la COVID-19, genero retos en la población a nivel mundial, para evitar su propagación se tomaron medidas como el aislamiento y confinamiento, lo cual ha generado mayor sedentarismo, mayor número de horas realizando trabajos online, mayor acceso a la cocina de la casa, lo que podría conllevar en los niños y adolescentes a presentar obesidad. Objetivo: Determinar adiposidad central en escolares y adolescentes en el período de la pandemia por COVID-19. Métodos: Investigación de campo, descriptivo de corte transversal, la muestra lo conformó 71 estudiantes de 7-15 años, el parámetro antropométrico utilizado para determinar adiposidad central fue índice cintura/cadera más la aplicación de dos cuestionarios con validez y confiabilidad. Resultados: De una población de 125 estudiantes el 57%(n=71) tenían criterio de adiposidad central, dentro de los factores de riego se encontró que más del 50% de estudiantes ocupan 5-6 horas para actividades de ocio relación inversa con la actividad física, alimentación a base de comida rápida a diario 29,58% a 35,21%. Conclusiones: Se evidenció que durante el período de la pandemia de la COVID-19 más de la mitad de la población estudiada presentó criterio de adiposidad central, dentro de los factores predisponentes se encontró alimentación con alto contenido calórico, escasa actividad física, estrato medio típico económico y grado de escolaridad primaria completa de padres de familia. Palabras clave: adiposidad, índice de masa corporal, circunferencia de la cintura, sedentarismo ABSTRACT Introduction: The pandemic caused by COVID-19, generated challenges in the population worldwide, to prevent its spread, measures such as isolation and confinement were taken, which has generated a greater sedentary lifestyle, a greater number of hours doing online work, greater access to the kitchen of the house, which could lead to obesity in children and adolescents. Objective: To determine central adiposity in schoolchildren and adolescents in the period of the COVID-19 pandemic. Methods: Field research, descriptive cross-sectional, the sample was made up of 71 students aged 7-15 years, the anthropometric parameter used to determine central adiposity was the waist/hip ratio plus the application of two questionnaires with validity and reliability. Results: Of a population of 125 students, 57% (n=71) had central adiposity criteria, within the risk factors it was found that more than 50% of students spend 5-6 hours for leisure activities, inversely related to the physical activity, eating fast food daily 29.58% to 35.21%. Conclusions: It was evidenced that during the period of the COVID-19 pandemic, more than half of the population studied presented central adiposity criteria, among the predisposing factors were a diet with a high caloric content, little physical activity, typical middle stratum income and completed primary school level of parents. Keywords: adiposity, body mass index, waist circumference, sedentary lifestyle

O presente artigo reflete sobre a prática de ensino e o uso de uma trilha, denominada Jornada Geográfica Litorânea, como recurso didático voltado ao ensino - aprendizagem de Geografia. O objetivo geral é resgatar a importância de se andar pelas praias, igarapés, mangues, caminhos, ruas, vielas, becos e avenidas das cidades litorâneas, percebendo-se as paisagens e discutindo-se com os discentes os itinerários trilhados no seu dia a dia como, por exemplo, o percurso casa-escola-casa, casa-igarapé-casa ou ainda casa-praia-casa, entre outros percursos, com trajetos pré-determinados e cartografados anteriormente. Para tanto, utiliza-se como metodologia o estudo do meio onde se busca discutir as trilhas como recurso didático em função de sua importância para o estudo geográfico, a partir do espaço vivido, e para a compreensão da realidade do ambiente fora da sala de aula, o que aguça a curiosidade em indagar os porquês dos fatos estudados, além de estimular a articulação entre teoria e prática em um processo dialético permanente, enfatizando os elementos da paisagem como procedimentos metodológicos e explorando os dados obtidos em campo através das linguagens gráfica, fotográfica, cartográfica e textual. Com os resultados alcançados, intenciona-se, sistematizar as linguagens e utiliza-la em sala de aula durante o ano letivo, com o intuito de valorizar a identidade cultural do educando associada ao lugar, por meio da percepção dos elementos da paisagem natural e humanizada, identificadas na interface continente/oceano.Palavas-chave: Recurso didático. Trilhas. Linguagens. Ensino. Geografia.LEARNING AND TEACHING GEOGRAPHY MEASURED BY A GEOGRAPHIC DAYABSTRACT: This article reflect on the practice of teaching and the use of a track called Geographical Coastal Day, as a pedagogical resource to teaching and learning Geography. The main objective is to restore the importance of walking on the beaches, streams, wetlands, roads, streets, lanes, alleys and avenues of coastal towns, understanding the landscapes and discussing with the students the itinerary routes in their day to day as, for example, the route home from to school, and school to home: home to creek and creek to home; or house to the beach and beach to home, among other routes, with predetermined and previously mapped paths. In order to achieve this, the environment study was the methodology in which we discuss the tracks as a teaching resource in the light of their importance for the study of geographical space from the living space, and the understanding of environmental reality outside the classroom, which excites the curiosity to ask the reasons of the studied facts, besides stimulating the relationship between theory and practice in a permanent dialectical process, emphasizing the landscape elements as instruments and exploring the data obtained in the field through the graphical, photographic, cartographic and textual languages. With the achieved results, it is intended to systematize those languages and use them in the classroom during the school year, in order to enhance the cultural identity of the student associated with the place, through the perception of landscape elements, identified in the continent/ocean interface.Keywords: Teaching resource. Trails. Languages. Education. Geography.APRENDER Y ENSEÑAR GEOGRAFIA MEDIADA POR UNA JORNADA GEOGRÁFICA LITORALRESUMEN: El presente artículo refleja sobre la práctica de enseñanza y el uso de una senda, denominada Jornada Geográfica Litoral, como recurso vuelto a la enseñanza-aprendizaje de Geografía. El objetivo general rescatar la importancia caminar por las palayas, arroyos y manglares, caminos, calles, callejón, calleja y avenidas de las ciudades del litoral, buscando los paisajes y discutiendo con los alumnos los itinerarios hechos diariamente como por ejemplo, el recurrido casa- escuela-casa, casa arroyo-casa o aún casa-playa-casa, entre otros recurridos, como trayectos pre determinados y cartografiados anteriormente. Por lo tanto, se utiliza como metodologia estúdio del médio donde se busca discutir las sendas como recurso didáctico en función de la importancia de estas para el estudio del espacio geográfico, a partir del espacio vivido, y para la comprensión de la realidad del ambiente fuera del espacio del aula, lo que estimula la curiosidad en investigar los porqués de los hechos estudiados, además de estimular la articulación entre teoría y práctica en un proceso dialéctico permanente, enfatizando los elementos del paisaje como procedimientos metodológicos y explotando los datos obtenidos en el campo a través de los lenguajes gráficos, fotográfico, cartográfica y textual. Com los resultados alcanzado se pretende sistematizar. Se busca, por fin, sistematizar esos lenguajes y utilizarla en el aula en las clases durante todo el año, con la intención de valorar la identidad cultural de los alumnos asociado a su lugar de origen a través de la percepción de los elementos del paisaje, natural y humanizada identificados en la interface continente/océano.Palabas-clave: Recurso didáctico. Sendas. Lenguajes. Enseñanza, Geografía.

La presente investigación realizada en el nivel de educación inicial, tuvo como objetivo analizar diferentes técnicas didácticas de educación emocional con carácter lúdico y creativa, aplicadas para el fortalecimiento de las relaciones afectivas de los niños y niñas de la Unidad Educativa Fiscal del Milenio “Albertina Rivas Medina” que estuvieron en situaciones de distanciamiento social debido al inesperado confinamiento que realizaron las familias al permanecer en las casas, lo que trajo consigo un cambio de vida que afectó en especial a los niños por la ausencia de toda su actividad lúdica, de diversión escolar e interacción social presencial; el estudio corresponde a un tipo de investigación cuali-cuantitativa de nivel descriptiva porque describe la creatividad con que los maestros aplican técnicas de educación emocional, utilizando el método bibliográfico se revisó información existente con respecto al tema de estudio a fin de respaldar las definiciones de las variables inmersas en la investigación; la población la conformaron los docentes y padres de familia de la institución educativa en estudio, la técnica utilizada fue la entrevista y la encuesta; de los resultados obtenidos se concluye que las técnicas de educación emocional con carácter lúdico utilizadas por los docentes logran que sus estudiantes se sientan motivados, seguros y que se incremente su participación debido a que se los involucra en las actividades lúdicas planificadas. PALABRAS CLAVE: Educación emocional; Técnicas; Lúdico; Creatividad; Educación inicial. Emotional education techniques for early education children ABSTRACT The present research carried out at the initial education level, aimed to analyze different didactic techniques of emotional education with a playful and creative nature, applied to strengthen the affective relationships of the boys and girls of the Millennium Fiscal Educational Unit "Albertina Rivas Medina ”who were in situations of social distancing due to the unexpected confinement that the families made when they stayed in the houses, which brought with it a change of life that especially affected the children due to the absence of all their recreational activities, school fun and face-to-face social interaction; The study corresponds to a type of quantitative research at a descriptive level because it describes the creativity with which the teachers apply emotional education techniques, using the bibliographic method, existing information regarding the study topic was reviewed in order to support the definitions of the variables involved. on the research, the population was made up of the teachers and parents of the educational institution under study. The technique used was the interview and the survey. From the results obtained, it is concluded that the emotional education techniques with a playful nature used by the teachers make their students feel motivated, secure and their participation increases because they are involved in the planned recreational activities. KEYWORDS: Emotional education; Techniques; Playful; Creativity; Initial education.

ResumoA Pesquisa Participante se constitui da interação entre conhecimentos que são diferentes e partilháveis na compreensão da realidade. Também como um processo de interação que ocorre dinamicamente por meio da ação social de uma comunidade com práticas refletidas criticamente. A pesquisa realizada objetivou possibilitar a vivência de práticas dos estudantes em laboratório com a construção participativa e possibilitando a formação da consciência crítica sobre os problemas relacionados à falta de saneamento básico e das questões ambientais. As atividades desenvolvidas envolveram o planejamento com os estudantes, os protocolos de utilização do laboratório, a coleta de amostras no córrego próximo à escola e as análises das amostras, sempre por meio de interações entre os sujeitos com base na Pesquisa Participante. Verificou-se que houve o aprendizado dos procedimentos relacionados à atividade laboratorial e como este tipo de atividade demonstra, de forma mais clara, o assunto tratado. Também se verificou o aprendizado a respeito do destino correto do esgoto e que a comunidade possui um papel importante na prevenção de possíveis doenças, e do ponto de vista ambiental, na preservação do local estudado. Os estudantes se apropriaram também do sentimento de identificação e pertencimento à comunidade. A atividade realizada por meio do seu aspecto teórico e experimental permitiu aos estudantes compreensões a respeito do como fazer ciência e que isso não é uma atividade viável somente para os cientistas. Palavras-chave: Ensino das Ciências Ambientais. Atividade Prática. Qualidade da Água. Abstract Participatory Research consists of the interaction between knowledge that is different and shareable in the understanding of reality. Also, as an interaction process that takes place dynamically through the social action of a community with critically reflected practices. The research carried out aimed to enable the experience of students' practices in the laboratory with participatory construction and enabling the critical awareness formation about the problems related to the lack of basic sanitation and environmental issues. The activities carried out involved planning with students, protocols for using the laboratory, collecting samples in the stream near the school and analyzing the samples, always through interactions among the subjects based on the Participatory Research. It was found that there was the learning of procedures related to laboratory activity and how this type of activity demonstrates more clearly the subject dealt with. Learning was also verified about the correct sewage destination and that the community has an important role in the prevention of possible diseases, and from an environmental point of view, in the preservation of the studied place. Students also appropriated the feeling of identification and belonging to the community. The activity carried out through its theoretical and experimental aspect allowed students to understand how to do science and that this is not a viable activity only for scientists. Keywords: Environmental Science Teaching. Practical Activity. Water quality.

Planejar é uma capacidade humana que se desenvolve durante a infância e, normalmente, vem a se consolidar na adolescência. No ambiente escolar, uma das atividades que podem potencializar a capacidade de planejar é a produção de textos. Diante desses pressupostos, realizou-se uma intervenção que teve como objetivo analisar a influência da etapa de planejamento na produção do gênero texto de opinião. A intervenção foi desenvolvida com 24 estudantes de 5º ano do ensino fundamental de uma escola municipal da cidade de Curitiba/PR, durante 5 meses. Houve a implementação de uma sequência didática, organizada em três módulos, distribuída em 11 aulas de 45 minutos. O estudo possibilitou comparar o desempenho de estudantes que planejaram a escrita com o desempenho de estudantes que não adotaram o planejamento na produção de textos de opinião, bem como identificar as principais estratégias empregadas no planejamento da escrita, após a implementação da sequência didática. Permitiu verificar, entre outros aspectos, que o planejamento da escrita pode contribuir para o melhor desempenho na produção do gênero texto de opinião, no que se refere à estrutura, coesão e coerência textual. Além disso, o programa de intervenção forneceu subsídios empíricos para afirmar que a tarefa de planejar pode ser vivenciada no espaço escolar, de modo a propiciar o desenvolvimento da capacidade de planejar dos estudantes da faixa etária em questão. A intervenção possibilitou também recomendar novos estudos, para que outros elementos, entre eles a revisão do planejamento, sejam objeto de discussão no processo de produção de textos no contexto escolar.Palavras-chave: planejamento da escrita; aprimoramento da escrita; processo de produção de textos.THE PLANNING IN THE OPINION TEXT PRODUCTION PROCESS AND THE IMPROVEMENT OF THE WRITING: reflections from an intervention programAbstractPlanning is a human ability that is developed during childhood and usually consolidates in adolescence. In the school environment, one of the activities that can enhance the ability to plan is the production of texts. Given these assumptions, we carried out an intervention to analyze the influence of the planning stage in the production of the opinion text genre. The intervention was developed with 24 students in the 5th year of elementary school from a municipal school in the city of Curitiba/PR, for 5 months. There was the implementation of a didactic sequence, organized in three modules, distributed in 11 classes of 45 minutes. The study made it possible to compare the performance of students who planned their writing with the performance of students who did not adopt planning in the production of opinion texts. It also enabled us to identify the main strategies employed in the planning of writing, after the implementation of the didactic sequence. It allowed us to verify, among other aspects, that the planning of the writing can contribute to the best performance in the production of the opinion text genre, regarding the structure, cohesion and textual coherence. Furthermore, the intervention program provided empirical support to state that the task of planning can be experienced in the school environment so as to promote the development of the planning ability of the students in this age group. The intervention also made it possible to recommend new studies, so that other elements, including the revision of planning, be the subject of discussion in the text production process in the school context.Keywords: writing planning; writing improvement; text production process.LA PLANIFICACIÓN EN EL PROCESO DE PRODUCCIÓN DE TEXTOS DE OPINIÓN Y LA MEJORA DE LA ESCRITURA: REFLEXIONES SOBRE UN PROGRAMA DE INTERVENCIÓN ResumenPlanificar es una capacidad humana innata, que se desarrolla durante la infancia y, normalmente, se consolida en la adolescencia. Así, las actividades vividas por el niño en el ambiente escolar pueden influir sobre el acrecentamiento de la capacidad de planificar. Entre las actividades que pueden potenciar esa capacidad, está la producción de textos. Frente a esos supuestos, se realizó una intervención cuyo objetivo fue analizar la influencia de la etapa de planificación en la producción del género texto de opinión. La intervención se desarrolló con 24 estudiantes de 5º grado de la educación básica de una escuela municipal de la ciudad de Curitiba/PR, durante 5 meses. Se trabajó con una secuencia didáctica, organizada en tres módulos, distribuida en 11 clases de 45 minutos. El estudio permitió comparar el desempeño de estudiantes que planificaron su redacción con el de estudiantes que no la adoptaron en la producción de textos de opinión, así como identificar las principales estrategias utilizadas en la planificación; eso después de haberse implementado la secuencia didáctica. La intervención permitió verificar, entre otros aspectos, que la planificación de la escritura puede contribuir para un mejor desempeño en la producción del género texto de opinión, en lo que se refiere a su estructura, cohesión y coherencia textual. Además, el programa de intervención generó subsidios empíricos para afirmar que la tarea de planificar puede ser puesta en práctica en el espacio escolar, de manera a propiciar el desarrollo de la capacidad de planificar de estudiantes del grupo etario en cuestión. La intervención permitió también recomendar nuevos estudios, para que otros elementos, entre ellos la revisión de la planificación, sean objeto de discusión en el proceso de producción de textos en el contexto escolar.Palabras clave: planificación de la escritura; mejoramiento de la escritura; proceso de producción textual.

Promoção intercultural de quíchua entre crianças migrantes de língua quéchua e crianças da cidade no Peru Estudamos os efeitos da promoção da interculturalidade como abordagem musical pedagógica na diversidade linguística oral quéchua no início da escolaridade. Para este fim, desenvolvemos o tipo de desenho abordagem quantitativa quasi-experimental ao fim propomos o agrupamento de alunos da segunda série do ensino regular básica (grupo experimental (alto-falantes de quíchua) = 27; grupo controle (urbanos) = 26) - (X (média) = 7,6, DP (Desvio padrão) = 1,2), que concordaram em desenvolver sua diversidade intercultural através da técnica de troca de estudantes. Elaboramos um teste de múltipla execução da diversidade linguística oral (ad hoc) para a coleta de dados. Os resultados mostram que o método de pedagogia intercultural se desenvolveu através da estratégia de intercâmbio escolar: a) diversidade linguística em crianças falantes de quíchua, b) crenças e valorização em crianças da cidade; no entanto, os falantes de quéchua apreciavam muito mais suas origens andinas. Na aprendizagem da língua quéchua não houve diferenças entre os grupos, portanto o programa não teve efeitos devido às limitações temporais e curriculares. Finalmente, os falantes de quíchua conseguiram expressar significados culturais através do quíchua, graças ao ambiente intercultural desenvolvido pelo experimento de intercâmbio. Palavras-chave: Interculturalidade, Diversidade Linguística, Língua Quechua, Intercâmbio Escolar, Promoção Cultural. Fomento intercultural del quechua entre niños migrantes quechua hablantes y niños citadinos en Perú RESUMEN. Estudiamos los efectos del fomento de la interculturalidad como enfoque pedagógico musical en la diversidad lingüística oral quechua en los inicios de escolaridad. Para este fin, desarrollamos el tipo de diseño cuasi experimental de enfoque cuantitativo, planteamos la agrupación de estudiantes de segundo grado de educación básica regular (grupo experimental (quechua hablantes) = 27; grupo control (citadinos) = 26) – (X (promedio) = 7,6; D.E. (desviación estándar) = 1,2), los cuales aceptaron desarrollar su diversidad intercultural mediante la técnica del intercambio estudiantil. Elaboramos una prueba de ejecución múltiple de diversidad lingüística oral (ad hoc) para el recojo de datos. Los resultados demuestran que el método de pedagogía intercultural desarrolló mediante estrategia de intercambio escolar: a) la diversidad lingüística en niños quechua hablantes, b) creencias y valoración en niños citadinos; sin embargo, los sujetos quechua hablantes apreciaron mucho más sus orígenes alto andinos. En el aprendizaje de la lengua quechua no se evidenciaron diferencias entre grupos, por lo que el programa no surtió efectos debido a limitaciones temporales y curriculares. Finalmente, los sujetos quechua hablantes lograron expresar significados culturales a través del quechua, gracias al entorno intercultural desarrollado por el experimento de intercambio. Palabras clave: Interculturalidad, Diversidad Lingüística, Lengua Quechua, Intercambio Escolar, Fomento Cultural. Intercultural promotion of quechua among quechua-speaking migrant children and city children in Peru ABSTRACT. We study the effects of the promotion of interculturality as a pedagogical musical approach in Quechua oral linguistic diversity at the beginning of schooling. For this purpose, we developed the quasi-experimental type of quantitative approach design, we proposed the grouping of second grade students of regular basic education (experimental group (quechua speakers) = 27, control group (city dwellers) = 26) - (X (average) = 7.6, SD (standard deviation) = 1.2), who agreed to develop their intercultural diversity through the technique of student exchange. We elaborated a test of multiple execution of oral linguistic diversity (ad hoc) for the data collection. The results show that the method of intercultural pedagogy developed through school exchange strategy: a) linguistic diversity in quechua-speaking children, b) beliefs and valuation in city children; however, quechua speakers appreciated their high Andean origins much more. In the learning of the quechua language there were no differences between groups, so the program did not have effects due to temporal and curricular limitations. Finally, the quechua speakers managed to express cultural meanings through quechua, thanks to the intercultural environment developed by the exchange experiment. Keywords: Interculturality, Linguistic Diversity, Quechua Language, School Exchange, Cultural Promotion.

Abstract:This paper presents some of the results of a wider research on critical issues related to “adolescents and new technologies.” In particular, some data related to mobile phone usage and video games are analyzed. The most striking phenomenon today is Whatsapp, which is a very powerful group messaging tool, but whose misuse can also entail significant risks for teens. It could be used to propagate inadequate pictures and videos, spread hoaxes with unsurpassed speed, contribute to bullying, etc. When employed correctly it is very useful, though when misused it can cause much damage. A second example is set by researching video game culture, which yielded some unexpected results. The House of Representatives approved a proposition of law in 2009 that considers video games as a cultural industry and equates them to movies and music. The progression of video game usage has been uninterrupted up til this day in our society. Adolescents are fascinated by technology. Moreover, it strengthens their identity and they prefer to have as much as possible. Today’s, teenagers are heavily attached to their mobile phones, not to TV or computers. The smartphone is now their main screen. After the mobile phones and television, the technology most used by adolescents is video game consoles. 87.3 % of the sample has reported to possess a video game console, and 80.91 % have a smartphone. It is expected that soon all high school students will have this type of phone. Only 7% of the sample said they did not have a phone. The data analyzed here refer to the use of social networks by students of ESO and 1º Bachelor in Cantabria.Resumen:En este trabajo se presentan algunos de los resultados obtenidos en una investigación más amplia sobre aspectos cruciales relativos a “los adolescentes y las nuevas tecnologías”. En concreto se analizan algunos datos relacionados con el uso del teléfono móvil y de los videojuegos. El fenómeno más llamativo en la actualidad es el del Whatsapp, que es una herramienta grupal potentísima, pero cuyo mal uso también puede entrañar importantes riesgos para los adolescentes. Puede propagar imágenes y vídeos inadecuados, difundir bulos con una rapidez insuperable, contribuir al acoso escolar, etc…Bien usado es enormemente útil. Mal empleado puede causar mucho daño. Por otra parte, los videojuegos, como hecho cultural nos han cogido por sorpresa. El Congreso de los Diputados en 2009 aprobó una proposición no de ley que considera a los videojuegos como una industria cultural y lo equipara al cine y a la música. La progresión de los videojuegos es imparable en nuestra sociedad. El adolescente se siente fascinado por la tecnología que además refuerza su identidad y es proclive a tener cuanta más mejor. En la actualidad, los adolescentes viven “pegados” al móvil. Ni televisión ni ordenadores. El smartphone es hoy en día su principal pantalla. Después del móvil y de la televisión, los adolescentes tienen como medio de comunicación más utilizado la videoconsola. El 87,3% de la muestra consultada, tiene videoconsola, y el 80,91% smartphone, siendo la previsión de que en breve la totalidad de los alumnos de educación secundaria dispongan de este tipo de teléfono; Solamente el 7% de la muestra quienes reseñaban no disponer de móvil. Los datos que aquí se analizan, se refieren a algunos aspectos relacionados con el uso de las Redes Socialesde los alumnos de la ESO y 1º de Bachillerato de la Comunidad Autónoma de Cantabria.Palabras clave: teléfono móvil, Smartphone, WhatsApp, videoconsola, videojuegos, adolescencia

A abordagem integrada do componente físico-natural relevo com outros componentes físico-naturais (rocha, vegetação, hidrografia, solo, água, clima) e sociais (economia, cultura, política), na escala de vivência dos escolares, é considerada indispensável no ensino de geografia. No entanto, pesquisadores geógrafos da área de ensino de geografia que investigam os componentes físico-naturais e sociais referenciados nesta pesquisa afirmam que a abordagem desses componentes espaciais na Geografia Escolar, nesse caso, o relevo, é realizada de forma isolada e, por isso, não leva em consideração o fator antrópico, a escala de vivência e sua relação com os demais componentes físico-naturais. Assim, esse trabalho tem como objetivo principal propor a elaboração da maquete geográfica da bacia hidrográfica do córrego Rola como estratégia de ensino para a abordagem do componente físico-natural relevo de forma integrada com os demais componentes físico-naturais e sociais no ensino de geografia. Utilizou-se de revisão bibliográfica na forma de livros, artigos, dissertações e teses que versam sobre a relevância dos componentes físico-naturais e sociais e da importância da maquete geográfica no ensino de geografia. Posteriormente, houve a aquisição de materiais de baixo custo e a elaboração da maquete da bacia hidrográfica do córrego Rola. Acredita-se que, na prática docente, o professor deve-se apropriar de diversos recursos didáticos para mobilização de conhecimentos geográficos; logo, a maquete geográfica constitui um recurso importantíssimo nesse processo para formação dos escolares por possibilitar trabalhar com os componentes físico-naturais e sociais de maneira integrada e, ainda, com conteúdos abstratos, como o relevo e as curvas de nível, ambos considerados assuntos difíceis de serem ensinados na Geografia Escolar em virtude da maneira como tem sido encaminhada sua abordagem. Geographical model as a teaching proposal for approaching the physical natural component relief in geography teaching Abstract: The approach of the physical-natural component, integrated relief with other physical-natural components (rock, vegetation, hydrograph, soil, water, climate), social (economics, culture, politics) in the school experience scale are considered essential for the geography teaching. However the geographical researchers in the Field of geography teaching Who investigate the physical-natural and social components referenced in this research claim that the approach of these space components in Geography School, in this case, the relief is carried out in isolation, therefore it is not taken taking into account the anthropic factor, the experience scale and the relation between the other physical-natural components, thus, the main goal of this work is to propose the elaboration of the geographical model of the Rola stream hydrographic watershed as a teaching strategy for the approach of the physical-natural component relief in an integrated way with the other physical-natural and social components in the geography teaching. A bibliographical review was used in forms of books, articles, essays and theses that deal with the physical-natural and social relevance and the importance of the geographical model in geography teaching. Subsequently, acquisition of low-cost material and the elaboration of a model f the Rola stream hydrographic watershed. It’s believed that in teaching practice, the teacher must have several teaching resources to mobilize geographic knowledge. Thus the geographic model is a very important resource in the students’ education process as it makes it possible to work with the physical-natural components and social in an integrated way and also with abstract content such as relief, curves considered difficult in Geography School due to the way in which how its approach has been addressed. Keywords: Geography School; Geographical model; physical-natural component relief; hydrographic watershed. Maqueta geográfica como propuesta didáctica para abordar el componente físico-natural relieve en la enseñanza de geografía Resumen: El enfoque del componente físico-natural relieve integrado con otros componentes físico-naturales (roca, vegetación, hidrografía, suelo, agua, clima), sociales (economía, cultura, política) en la escala de vivencia de los escolares son considerados indispensables en la enseñanza de Geografía. Sin embargo, investigadores geógrafos del área de la enseñanza de geografía que investigan los componentes físico-naturales y sociales referenciados en esta investigación afirman que el abordaje de estos componentes espaciales en la Geografía Escolar, en este caso el relieve, es realizada de forma aislada, pues no se toma en cuenta el factor antrópico, la escala de vivencia y su relación con los demás componentes físico-naturales. Así, este trabajo tiene como objetivo principal proponer la elaboración de la maqueta geográfica de la cuenca hidrográfica del arroyo Rola como estrategia didáctica para el abordaje del componente físico-natural relieve de manera integrada con los demás componentes físico-naturales y sociales en la enseñanza de geografía. Se utilizó una revisión bibliográfica en forma de libros, artículos, disertaciones y tesis que versan sobre la relevancia de los componentes físico-naturales y sociales y la importancia de la maqueta geográfica en la enseñanza de geografía y, posteriormente, la adquisición de materiales de bajo costo y la elaboración de la maqueta de la cuenca hidrográfica del arroyo Rola. Se cree que, en la práctica docente, el docente debe apropiarse de varios recursos didácticos para la movilización de conocimientos geográficos. Así, la maqueta geográfica constituye un recurso importantísimo en este proceso para la formación de escolares por posibilitar trabajar con los componentes físico-naturales y sociales de una manera integrada y también con contenidos abstractos, como el relieve, y las curvas de nivel consideradas difíciles en Geografía Escolar, por la manera como ha sido encaminado su enfoque. Palabras clave: Geografía escolar; Modelo geográfico; Cuenca hidrográfica; Alivio.

O trabalho de campo é um importante recurso metodológico no processo de ensino-aprendizagem, sendo um dos instrumentos de grande interesse para o ensino das mais diversas ciências nos níveis fundamental e médio. No entanto, são poucos os trabalhos que avaliam de forma quantitativa a importância do trabalho de campo, principalmente no que tange o ensino de geografia para escolares. Diante disso, o objetivo desse estudo é compreender a importância do trabalho de campo como método de pesquisa e de atividades didáticas nas aulas de Geografia, através de um método quantitativo. Para isso, utilizou-se da aplicação de um exercício avaliativo a dois grupos de alunos: o grupo controle (grupo formado por 12 alunos que foram submetidos à avaliação após participarem somente das aulas teóricas) e o grupo teste (grupo formado por 10 alunos que foram submetidos à avaliação após participarem das aulas teóricas e do trabalho de campo). Nossas pesquisas mostraram que houve diferença significativa entre os dois grupos. O grupo controle acertou, em média, 43,3% da avaliação, enquanto o grupo teste atingiu índices de acertos próximos a 84% das questões. Portanto é de extrema relevância que as entidades públicas e instituições de ensino invistam nessa prática de ensino, já que o trabalho de campo mostra ser uma atividade muito eficaz para consolidar o aprendizado discente. Palavras-chave: Geografia; Ensino-aprendizagem; Trabalho de campo. EVALUATION OF FIELD WORK IN THE GEOGRAPHY TEACHING-LEARNING PROCESS Abstract The field work is an important methodological resource in the teaching-learning process, being one of the great interest instruments for the more several sciences teaching in the fundamental and average levels. However, there aren't many jobs that evaluate precisely the importance of field work, mostly in the that tolls the geography teaching for school. Ahead of this, the goal of this study is to evaluate the field work importance as research method and of didactic activities in the Geography classes through a quantitative method. For that, it used the application of an evaluating exercise to two students' groups: The group control (group formed by 12 students who were submitted to the evaluation only after the theoretical classes) and the group test (group formed by 10 students who were submitted to the evaluation after the theoretical classes and the field work). Our researches showed that there was significant difference between both groups. The group control got right, on an average, 43,3% of the evaluation while the group test reached indices of near hit to 84% of the matters. Therefore it is of extreme relevance that the public entities and teaching institutions invest in this teaching practice since the field work be a very effective activity to consolidate the learning of the students. Keywords: Geography; School; Teaching-learning; Field work. EVALUACIÓN TRABAJO DE CAMPO EN PROCESO ENSEÑANZA-APRENDIZAJE EN GEOGRAFÍA Resumen El trabajo de campo es un recurso metodológico importante en el proceso de enseñanza-aprendizaje, siendo uno de los instrumentos de gran interés para la enseñanza de las diversas ciencias en los niveles primario y secundario. Sin embargo, hay pocos estudios que evalúan cuantitativamente la importancia del trabajo de campo, sobre todo, no respetar enseñanza de la geografía a la escuela. Por lo tanto, el objetivo de este estudio es comprender la importancia del trabajo de campo como método de investigación y de actividades de enseñanza en las clases de geografía a través de un método cuantitativo. Para ello, utilice el grupo de estudiantes formulario de evaluación: el grupo de control (grupo de 12 estudiantes que se sometieron a evaluación para asistir sólo a las conferencias) sometidos a evaluación por participar en las conferencias y trabajo de campo). Nuestra investigación muestra que había una diferencia significativa entre los dos grupos. El grupo de control consiguió, en promedio, el 43,3% de la evaluación, mientras que el grupo de prueba alcanzó tasas cercanas al 84% de las preguntas. Por lo tanto, es extremadamente importante que las entidades gubernamentales e instituciones educativas invierten en esta práctica de la enseñanza, ya que el trabajo de campo ha demostrado ser una actividad muy eficaz para consolidar el aprendizaje del estudiante. Palavras clave: Geografia; Enseñanza-aprendizaje; El trabajo de campo.

ABSTRACTObjective: to identify the school’s high knowledge as purpose to prevention, diagnosis and treatment of leprosy. Method: this is about a combined descriptive-exploratory study, with basic education students of schools in the Passagem de Areia neighborhood, in Parnamirim/RN municipality. The instrument used in data collection was a questionnaire with closed questions about leprosy, developed with the Primary Care Booklet No. 21, submitted to the Ethics Committee of Federal University of Rio Grande do Norte, with protocol number 085/08. Results: we observed through the pre-test that the Hansen’s disease is a disease little known by the students. Although, after health education actions, it was possible to observe a significative change in the results that confirm the efficacy of the informative lectures on the disease. Conclusion: thus, it is observed the importance of the nursing actions on the continuous development of preventive actions on this disease, having the youth as a disseminative vehicle of information to the family and general community, contributing to the eradication of this disease, once that the prevention breaks the epidemiologic chain of the Hansen’s disease. Descriptors: leprosy; health education; collective health; nursing.RESUMOObjetivo: identificar o conhecimento de escolares de ensino fundamental quanto à prevenção, diagnóstico e tratamento da Hanseníase. Método: estudo exploratório-descritivo combinado, com o publico-alvo alunos do ensino fundamental das escolas do Município de Parnamirim/RN. O instrumento utilizado na coleta de dados foi um questionário com questões fechadas sobre hanseníase, elaboradas com base no Caderno de Atenção Básica nº21, submetido a Comitê de Ética da Universidade Federal do Rio Grande do Norte, com número de protocolo 085/08. Resultados: verificamos pelo pré-teste que a Hanseníase ainda é pouco conhecida pelos escolares. Entretanto, após ações de educação em saúde houve mudança significativa nos resultados, confirmando a eficácia das palestras sobre informações a cerca dessa enfermidade. Conclusão: dessa forma, constata-se a importância da enfermagem no desenvolvimento continuo de ações preventivas sobre essa doença, tendo os jovens como veículo disseminador de informações para a família e a comunidade em geral, contribuindo para erradicação dessa doença, haja vista que a prevenção quebra a cadeia epidemiológica da Hanseniase. Descritores: Hanseníase; enfermagem; saúde coletiva; educação em saúde.RESUMEN Objetivo: identificar los conocimientos de la escuela secundaria como clave para la prevención, diagnóstico y tratamiento de la lepra. Método: exploratorio-descriptivo combinadas. Teniendo como objetivo los estudiantes de escuela primaria en el distrito de Passagem de Areia, Condado de Parnamirim/RN. El instrumento utilizado en la recolección de datos fue un cuestionario con preguntas cerradas acerca de la Lepra, desarrollado en base al Cuaderno de Atención Primaria nº21, sometido al Comité de Etica de la Universidad Federal de Rio Grande do Norte, con número de protocolo 085/08. Resultados: verificado a través de la pre-prueba que la lepra es aún poco conocida por los estudiosos. Sin embargo, después de las acciones de educación para la salud fue un cambio significativo en los resultados, lo que confirma la eficacia de las conferencias sobre la información acerca de esta enfermedad. Conclusión: por lo tanto, no es la importancia de la enfermería en el desarrollo continuo de medidas preventivas sobre la enfermedad, con los jóvenes como para difundir información a la familia y la comunidad en general, ayudando a erradicar esta enfermedad, teniendo en cuenta que la prevención de caídas de la cadena epidemiológica de la lepra. Descriptores: lepra; enfermería; la salud de conferencias; educación para la salud.

<p>O objetivo deste artigo é refletir sobre as aprendizagens de professores dos anos iniciais do Ensino Fundamental para ensinar Matemática, a partir de um projeto de formação continuada com fomento da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). O estudo envolveu dez professoras e pesquisadores da Universidade que se organizaram em um grupo colaborativo usando a metodologia de formação <em>Lesson Study</em>. Foram utilizados como instrumentos: gravações em áudio e vídeo, observação participante e relatórios. Entre os resultados, destacam-se a importância da constituição do grupo colaborativo para a melhoria das práticas das professoras e a valoração que elas passaram a dar ao grupo, na primeira e terceira etapas da metodologia <em>Lesson Study</em>. Houve avanços na preparação e análise das aulas, na apropriação e consecução de pesquisas e na compreensão de orientações curriculares. </p><p><strong>Palavras-chave: </strong><em>Lesson Study</em>.<strong> </strong>Grupo Colaborativo. Práticas de Professoras. Aprendizagem Profissional.</p><p><strong><br /></strong></p><p><strong>Evidence of teacher learning in the initial years of elementary school based on the Lesson Study methodology</strong></p><p><strong></strong>The purpose of this article is to reflect on teacher learning in the initial years of elementary education to teach mathematics, based on a continuing education project promoted by the Foundation for Research Support of the State of São Paulo (FAPESP). It involved 10 university professors and researchers who formed a collaborative group using the Lesson Study methodology. Instruments were used as audio and video recordings, participant observation and reports. Among the results, we highlight the importance of the formation of the collaborative group to improve the practices of the teachers and the evaluation they gave to the group in the first and third stages of the Lesson Study methodology. There have been advances in the preparation and analysis of classes, in the appropriation and achievement of research, and in the understanding of curricular guidelines.</p><p><strong>Keywords:</strong> Lesson Study. Collaborative Group. Teacher Practices. Professional Learning.</p><p><strong><br /></strong></p><p><strong>Indicios de aprendizajes de profesores de los años iniciales de la enseñanza fundamental a partir de la metodología Lesson Study</strong></p><p>El objetivo del artículo es reflexionar sobre aprendizajes de profesores de los años iniciales de la enseñanza fundamental para enseñar Matemáticas, a partir de un proyecto de formación continuada con fomento de la Fundación de Amparo a la Investigación del Estado de São Paulo (FAPESP). Implicó a 10 profesoras e investigadores de la Universidad que formaron un grupo colaborativo usando la metodología <em>Lesson Study</em>. Se utilizaron como instrumentos: grabaciones en audio y vídeo, observación participante e informes. Entre los resultados, se destacan la importancia de la constitución del grupo colaborativo para la mejora de las prácticas de las profesoras y la valoración que ellas pasaron a dar al grupo, en la primera y tercera etapa de la metodología <em>Lesson Study</em>. Se han avanzado en la preparación y análisis de las clases, en la apropiación y consecución de investigaciones, y en la comprensión de orientaciones curriculares.</p><strong>Palabras clave</strong>: <em>Lesson Study</em>. Grupo Colaborativo. Prácticas de Profesores. Aprendizaje Profesional.

RESUMO: Nesta pesquisa, visamos demonstra a relevância de introduzir a psicomotricidade nas aulas de educação física, de uma forma clara e objetiva, e como o professor de educação física nos primeiros anos escolares para o desenvolvimento da criança articulando-se como modo de capacitar-se sem haver uma separação da mente/corpo, mas sim fazer com que trabalhem juntas. A partir disso, foram abordados temas pertinentes ao assunto do tema proposto. Este estudo utilizou-se de uma metodologia de cunho qualitativo juntamente com uma revisão bibliográfica de pesquisa, com caráter exploratório, com o intuito de unir conhecimentos para identificar os benefícios da psicomotricidade na promoção do desenvolvimento cognitivo infantil através da educação física. Através de opiniões e contribuições de diversos autores sobre a psicomotricidade nas aulas de educação física. Com o propósito de reconhecemos, a importância imprescindível do psicomotor no acréscimo do desenvolvimento infantil. Durante a pesquisa foram encontrados nos bancos de dados: 278 Google acadêmico, 32 Google, 30 na biblioteca eletrônica scientific eletronic library online (SciELO), 0 library e 20 capes. Foram selecionados apenas artigos entre os anos 2011 e 2022. Porém, houve artigos que se repetiam entre os bancos de dados. Durante a primeira análise um total de 28 títulos auxiliou inicialmente na pesquisa. Este trabalho foi realizado por meio de leitura exploratória de materiais bibliográficos, baseada na análise de revistas, artigos, livros e sites que abordam a importância da psicomotricidade como ferramenta na Educação Física. Para a realização da pesquisa, foram utilizadas as seguintes palavras-chave: Educação Física, ensino infantil, psicomotricidade e desenvolvimento. A base da pesquisa tem o estudo de Jean Piaget e Lev Vygotsky para tentar entender como ocorre o processo de desenvolvimento motor infantil. Foi possível identificar que por meio da Educação Física, é possível obter um melhor desenvolvimento cognitivo, motor e afetivo do aluno durante a infância, permitindo seu desenvolver de forma integral, tornando-se essencial para captar as diversas aprendizagens escolares e sua socialização. Conclui-se neste estudo que o processo de desenvolvimento psicomotor é marcado com mudanças nas habilidades e padrões de movimentos que ocorrem ao longo da sua vida, e como é importante o professor estar sempre buscando se atualizar na sua área de ensino, para não ser apenas um reprodutor de conhecimentos mecânicos, mas sim trabalhar como um suporte, para que os discentes sejam capazes de criar teorias, aperfeiçoar as que já existem, e resolverem novos problemas, sempre se reinventando, ampliando o seu mundo da imaginação. Palavras-chave: Psicomotricidade. Aprendizagem. Desenvolver. ABSTRACT: In this research, we aim to demonstrate the relevance of introducing psychomotricity in physical education classes, in a clear and objective way, and as the physical education teacher in the first school years for the development of the child articulating as a way to empower themselves without a separation of mind / body, but to make them work together. From this, themes pertinent to the subject of the proposed theme were addressed. This study used a qualitative methodology along with a bibliographic research review, with an exploratory character, in order to unite knowledge to identify the benefits of psychomotricity in the promotion of children's cognitive development through physical education. Through opinions and contributions of several authors on psychomotricity in physical education classes. With the purpose of recognizing, the essential importance of the psychomotor in the increase of child development. During the search were found in the databases: 278 Google scholar, 32 Google, 30 in the electronic library scientific electronic library online (SciELO), 0 library and 20 capes. Only articles between 2011 and 2022 were selected. However, there were articles that repeated themselves between databases. During the first analysis, a total of 28 titles initially assisted in the research. This work was carried out through exploratory reading of bibliographic materials, based on the analysis of magazines, articles, books and websites that address the importance of psychomotricity as a tool in Physical Education. To carry out the research, the following keywords were used: Physical Education, early childhood education, psychomotricity and development. The basis of the research has the study of Jean Piaget and Lev Vygotsky to try to understand how the process of child motor development occurs. It was possible to identify that through Physical Education, it is possible to obtain a better cognitive, motor and affective development of the student during childhood, allowing its development in an integral way, becoming essential to capture the various school learning and its socialization. It is concluded in this study that the process of psychomotor development is marked with changes in the skills and patterns of movements that occur throughout his life, and how important it is for the teacher to always be seeking to update himself in his area of teaching, not only to be a reproducer of mechanical knowledge, but to work as a support, so that students are able to create theories, improve those that already exist, and solve new problems, always reinventing themselves enlarging your world of imagination. Keywords: Psychomotricity. Apprenticeship. Develop.

EXPERIENCE REPORT IN THE INDIGENOUS COMMUNITY OF CATU, CANGUARETAMA/RN: the different human groups who formed, live and conflited in BrazilINFORME DE EXPERIENCIA EN COMUNIDAD INDÍGENA DE CATU, CANGUARETAMA/RN: los diferentes grupos humanos que se formaron, viven y se encuentran en conflicto en BrasilO referido trabalho foi direcionado aos estudantes dos 7º Anos A, B e C da Escola Municipal Professora Terezinha Paulino de Lima, localizada no bairro de Nossa Senhora da Apresentação, em Natal/RN, no ano de 2016. Com a premissa de ensinar História e Geografia a partir das discussões sobre os problemas da sociedade atual, procurou-se estimular o debate sobre as diversidades étnico-raciais em defesa de uma educação para a cidadania. Abordou-se sobre as características contemporâneas das comunidades indígenas potiguares e os conflitos atuais relacionados à questão da demarcação de terras, aos estereótipos e aos preconceitos decorrentes de um senso comum sobre a falsa inexistência de índios no estado do Rio Grande do Norte. Procedimentalmente, foram feitas atividades interdisciplinares, dentro da sala de aula formal e fora dela, através de uma sequência didática que, inicialmente, contou com levantamento bibliográfico acerca da temática diversidade étnico-racial em autores clássicos e nos livros didáticos, abordando-se, inclusive, manifestações culturais de grupos sociais afrodescendentes e outros - como meio de ampliação da percepção sobre as diferenças. Em seguida, houve aulas de campo na comunidade indígena de Catu, município de Canguaretama, onde os alunos obtiveram, através de relatos orais, entre outras vivências, informações sobre a história e os dilemas socioambientais dessa comunidade e ao Estuário Potengi, possibilitando análises sobre os impactos da ocupação no território potiguar. Por fim, novamente em sala de aula formal, os alunos sintetizaram suas conclusões e as compartilharam com toda a comunidade escolar, sendo avaliados como tendo alcançado os objetivos propostos para este trabalho adequadamente.Palavras-chave: Povos Índígenas; Povos Formadores do Brasil; Diversidades Étnico-raciais; Comunidade Indígena Catu.ABSTRACTThis report of experience was directed to students of the 7th Years A, B and C of the Municipal School Professor Terezinha Paulino de Lima, located in the neighborhood of Nossa Senhora da Apresentação, in Natal/RN, in the year 2016. With the premise of teaching History and Geography from the discussions about the problems of the current society, we tried to stimulate the debate on ethnic-racial diversities in defense of an education for citizenship. We spoke about the contemporary characteristics of the indigenous communities of Potiguares and the current conflicts related to the land demarcation issue, the stereotypes and the prejudices arising from a common sense about the false inexistence of Indians in the state of Rio Grande do Norte. Interdisciplinary activities were carried out, both within and outside the formal classroom, through a didactic sequence that initially had a bibliographical survey about ethnic-racial diversity in classic authors and in textbooks, including, cultural manifestations of afrodescendent social groups and others - as a means of increasing the perception about the differences. Then, there were field lessons to the indigenous community of Catu, municipality of Canguaretama, where the students obtained, through oral reports, among other experiences, information on the history and socio-environmental dilemmas of this community and the Potengi Estuary, making possible impacts of occupation in the territory of the state. Finally, again in the formal classroom, the students synthesized their conclusions and shared them with the whole school community, being evaluated as having achieved the objectives proposed for this work properly.Keywords: Indigenous Peoples; Formative Peoples of Brazil; Ethnic-racial Diversity; Indigenous Community of Catu.RESUMENEl trabajo fue dirigido a los estudiantes de los 7º A, B y C de la Escuela Municipal Profesora Terezinha Paulino de Lima, ubicada en el barrio de Nuestra Señora de la Presentación, en Natal/RN, en el año 2016. Con la premisa de enseñar Historia y Geografía a partir de las discusiones sobre los problemas de la sociedad actual, se intentó estimular el debate sobre las diversidades étnico-raciales en defensa de una educación para la ciudadanía. Se habló sobre las características contemporáneas de las comunidades indígenas potiguares y los conflictos actuales relacionados con la cuestión de la demarcación de tierras, los estereotipos y los prejuicios derivados de un sentido común sobre la falsa inexistencia de indios en el estado de Rio Grande do Norte. En el aula formal y fuera de ella, se realizaron actividades interdisciplinares, a través de una secuencia didáctica que, inicialmente, contó con levantamiento bibliográfico acerca de la temática diversidad étnico-racial en autores clásicos y en los libros didácticos, abordándose, inclusive, manifestaciones culturales de grupos sociales afrodescendientes y otros - como medio de ampliación de la percepción sobre las diferencias. A continuación, hubo clases de campo a la comunidad indígena de Catu, municipio de Canguaretama, donde los alumnos obtuvieron, a través de relatos orales, entre otras vivencias, informaciones sobre la historia y los dilemas socioambientales de esa comunidad y el Estuario Potengi, posibilitando análisis sobre los. impactos de la ocupación en el territorio potiguar. Por último, nuevamente en el aula formal, los alumnos sintetizaron sus conclusiones y las compartieron con toda la comunidad escolar, siendo evaluados como habiendo alcanzado los objetivos propuestos para este trabajo adecuadamente.Palabras clave: Pueblos Indígenas; Pueblos Originales de Brasil; La Diversidad Étnica y Racial; Comunidad Indígena Catu.

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Frankfurt am Main: Peter Lang, 1995. 256 pp.-John Murphy, Hernando Calvo Ospina, Salsa! Havana heat: Bronx Beat. London: Latin America Bureau, 1995. viii + 151 pp.-Donald R. Hill, Stephen Stuempfle, The steelband movement: The forging of a national art in Trinidad and Tobago. Philadelphia: University of Pennsylvania Press, 1995. xx + 289 pp.-Hilary McD. Beckles, Jay R. Mandle ,Caribbean Hoops: The development of West Indian basketball. Langhorne PA: Gordon and Breach, 1994. ix + 121 pp., Joan D. Mandle (eds)-Edmund Burke, III, Lewis R. Gordon ,Fanon: A critical reader. Oxford: Blackwell, 1996. xxi + 344 pp., T. Denean Sharpley-Whiting, Renée T. White (eds)-Keith Alan Sprouse, Ikenna Dieke, The primordial image: African, Afro-American, and Caribbean Mythopoetic text. New York: Peter Lang, 1993. xiv + 434 pp.-Keith Alan Sprouse, Wimal Dissanayake ,Self and colonial desire: Travel writings of V.S. Naipaul. 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Dubelaar, The Petroglyphs of the Lesser Antilles, the Virgin Islands and Trinidad. Amsterdam: Foundation for scientific research in the Caribbean region, 1995. vii + 492 pp.-Suzannah England, Mitchell W. Marken, Pottery from Spanish shipwrecks, 1500-1800. Gainesville: University Press of Florida, 1994. xvi + 264 pp.

This work presents an experience report about the academic management (2013-2017) in the Human Sciences´campus of the Federal University of São Paulo (Unifesp), based in Guarulhos/SP, Brazil. We highlight three important aspects involved in the consolidation process of the campus and which we seek to problematize in the text: i) a perspective of democratic management, the incentive to the ecology of knowledge and the expansion of the social appropriation of the campus in its territory; ii) the limits and possibilities of collective production Political Pedagogical Project of the campus, with the identification of convergent points and their interfaces; iii) the presentation of the main academic results achieved in the period analyzed in the areas of teaching, research and extension. In the period of academic management, there were significant advances in terms of infrastructure and internal democratization, but it was not possible to construct - effectively and collectively - a solid, integrated and integrative Pedagogical Political Project. Nevertheless, important academic results were obtained for the campus, for Unifesp and also for the municipality of Guarulhos, in the areas of teaching, research and extension, even in an environment of clear dispute for internal hegemony on campus, considering the context of your implementation process.ResumoO trabalho apresenta um relato de experiência sobre a gestão acadêmica (2013-2017) no campus de Ciências Humanas da Universidade Federal de São Paulo (Unifesp), localizado em Guarulhos/SP. Destacamos três aspectos importantes envolvidos no processo de consolidação do campus e que buscamos problematizar no texto: i) uma perspectiva de gestão democrática, o incentivo à ecologia de saberes e a ampliação do pertencimento social do campus no território de sua localização; ii) os limites e as possibilidades de produção coletiva do Projeto Político Pedagógico do campus, com a identificação de pontos convergentes e suas interfaces; iii) a apresentação dos principais resultados acadêmicos alcançados no período analisado nos âmbitos do ensino, da pesquisa e da extensão. No período da gestão acadêmica houve significativos avanços em termos de infraestrutura e de democratização interna, porém não foi possível contudo construir - de forma efetiva e coletivamente - um Projeto Político Pedagógico sólido, integrado e integrador. Ainda assim, foram obtidos resultados acadêmicos importantes para o campus, para a Unifesp e para o município de Guarulhos, nos âmbitos do ensino, da pesquisa e da extensão, mesmo em um ambiente de clara disputa por hegemonia interna no campus, considerando o contexto do seu processo de implantação.ResumenEl trabajo un presenta relato de experiencia sobre la gestión académica (2013-2017) en el campus de Ciencias Humanas de la Universidad Federal de São Paulo (Unifesp), ubicado en Guarulhos/SP, Brasil. Destacamos tres aspectos importantes involucrados en el proceso de consolidación del campus y que buscamos problematizar en el texto: i) una perspectiva de gestión democrática, el incentivo a la ecología de saberes y la ampliación de la pertenencia social del campus en el territorio de su ubicación; ii) los límites y las posibilidades de producción colectiva del Proyecto Político Pedagógico (PPP) del campus, con la identificación de puntos convergentes y sus interfaces; iii) la presentación de los principales resultados académicos alcanzados en el período analizado en los ámbitos de la enseñanza, la investigación y la extensión. En el período de la gestión académica, hubo significativos avances en términos de infraestructura y de democratización interna, pero no fue posible construir - de forma efectiva y colectivamente - un Proyecto Político Pedagógico sólido, integrado e integrador. Sin embargo, se han obtenido resultados académicos importantes para el campus, para la Unifesp y también para el municipio de Guarulhos, en los ámbitos de la enseñanza, la investigación y la extensión, aunque en un ambiente de clara disputa por hegemonía interna en el campus, considerando el contexto de su proceso de implantación.Palavras-chave: Gestão democrática, Projeto político pedagógico, Universidade pública, Unifesp - campus Guarulhos.Keywords: Democratic management, Political pedagogical project, Public university, Unifesp – Guarulhos campus.Palabras-clave: Gestión democrática, Proyecto político pedagógico, Universidad pública.ReferencesARAÚJO. M. A. D.; PINHEIRO. H. D. Reforma gerencial do Estado e rebatimentos no sistema educacional: um exame do REUNI. Ensaio: Aval. Pol. Públ. Educ., Rio de Janeiro, v. 18, n. 69, p. 647-668, out. /dez. 2010.ASSOCIAÇÃO NACIONAL DOS DIRIGENTES DAS INSTITUIÇÕES FEDERAIS DE ENSINO SUPERIOR/FORUM NACIONAL DE PRÓ-REITORES DE ASSUNTOS COMUNITÁRIOS E ESTUDANTIS. IV Pesquisa do Perfil Socioeconômico e Cultural dos Estudantes de Graduação das IFES Brasileiras (2014), Uberlândia, 2016. Disponível em: https://pt.scribd.com/document/356294790/perfil-Socioeconomico-Dos-Graduandos-Das-Ifes; Acesso em 18/01/2018.BALL, S.; BOWE, R. El curriculum nacional y su ‘puesta en práctica’: el papel de los departamentos de materias o asignaturas. Revista de Estudios del Curriculum, v.1, n. 2, p. 105-131, 1998.BOBBIO, N. O futuro da democracia: uma defesa das regras do jogo. 7ª Ed. São Paulo: Paz e Terra, 2000.BORDIEU, P.; PASSERON, J. C. La Reproduction: élements pour une théorie du système d’enseignement. Paris: Les Éditions de Minuit, 1970.BRASIL. Instituto Nacional de Estudos e Pesquisa Educacionais Anísio Teixeira – INEP – Censo da Educação Superior: Notas Estatísticas, 2017. Disponível em: http://portal.inep.gov.br/censo-da-educacao-superior; Acesso em 08/01/2019.BRASIL. Lei Federal nº 13.005/2014. Institui o Plano Nacional de Educação. Disponível em: http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2014/Lei/L13005.htm; Acesso em 10/01/2019.BRASIL. Ministério da Educação. Decreto Federal nº 6.096/2007 – Institui o Plano de Reestruturação das Universidades Federais. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2007/decreto/d6096.htm; acesso em 02/04/2018.BRASIL. Lei Federal Nº 11.096, de 13 de janeiro de 2005. Institui o Programa Universidade para Todos - PROUNI, regula a atuação de entidades beneficentes de assistência social no ensino superior; altera a Lei Nº 10.891, de 9 de julho de 2004, e dá outras providências. Diário Oficial da União, Brasília, DF, 14 jan. 2005. Disponível em: <http://www.planalto.gov.br/> Acesso em: 10 mar. 2014.BRASIL. Lei Federal Nº 10.260, de 12 de julho de 2001. Dispõe sobre o Fundo de Financiamento ao Estudante do Ensino Superior e dá outras providências. Diário Oficial da União, Brasília, DF, 13 jul. 2001b. Disponível em: <http://www.planalto.gov.br/> Acesso em: 10 mar. 2014.BRASIL. Ministério da Educação. Lei Federal nº 9.394/96 - institui a Lei de Diretrizes e Bases da Educação Nacional. Disponível em: https://www.planalto.gov.br/ccivil_03/Leis/L9394.html Acesso em 02/04/2018.BURNETT, H. O erro de diagnóstico da Unifesp. Folha de São Paulo, 2012. Disponível em: http://www1.folha.uol.com.br/fsp/opiniao/50003-o-erro-de-diagnostico-da-unifesp.shtml: Acesso em: 20/04/2018.CAMARGO, R. B.; JACOMINI, M.; GOMES, M. O. Desafios da Gestão Democrática na Educação Pública: 20 anos de LDB. Revista Eletrônica Pesquiseduca/ Universidade Católica de Santos, Santos, v.8, n.16, p.380-393, jul-dez, 2016.CHAUÍ, M. Comunicação e Democracia. Conferência realizada no Instituto Lula em 13/04/2018. Disponível em: http://www.pt.org.br/marilena-chaui-comunicacao-e-democracia/; Acesso em 03/01/2019.CHAUÍ, M. Cultura Política e Política Cultural. Revista do Instituto de Estudos Avançados, USP, 9 (23), p.71-84, 1995.CURY, C. R. J. A qualidade da educação brasileira como direito. Educação & Sociedade, Campinas, v. 35, nº 129, p. 1053-1066, out-dez, 2014. Disponível em: http://www.scielo.br/pdf/es/v35n129/0101-7330-es-35-129-01053.pdf; Acesso em: 10/03/2020.CURY, C. R. J. O debate sobre a pesquisa e a avaliação da pós-graduação em educação. Revista Brasileira de Educação, v. 15, n. 43, p. 163-165, 2010.DIAS SOBRINHO, J. Avaliação da educação superior. Petrópolis: Vozes, 2000.DOSSE, F. O império do sentido: a humanização das Ciências Humanas. Tradução de Ilka Stern Cohen. São Paulo: Ed. Unesp, 2018.FREIRE, P. Extensão ou Comunicação? 8ª ed. Tradução de Rosyska Darci de Oliveira. Rio de Janeiro: Paz e Terra, 1985.FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. 21 ed. São Paulo: Paz e Terra, 1996.GIGLIO, C.M.B. et al. Residência Pedagógica: diálogo permanente entre a formação inicial e a formação contínua. In: GOMES, M.O. Estágios na formação de professores: possibilidades formativas entre ensino, pesquisa e extensão, São Paulo: Loyola, 2011, p.15-46.GIROUX, H. Os professores como intelectuais: rumo a uma Pedagogia crítica da aprendizagem. Porto Alegre: Artes Médicas, 1997.GOMES, M.O. Universidades e escolas de educação infantil: identidades e formação contextualizada. In: REIS, M.; XAVIER, M.C.; SANTOS, L. (orgs.). Crianças e infâncias: educação, conhecimento, cultura e sociedade. São Paulo: Annablume, 2012, p. 151-164.GOODSON, I. F. School subjects and curriculum change. Londres: Open University, 1993.LUGLI, R. S. G. O novo público do ensino superior brasileiro e a tradição acadêmica: o caso das humanidades na UNIFESP (Universidade Federal de São Paulo). Revista Linhas. Florianópolis, v. 15, n. 29, p. 297-316, jul./dez. 2014.ORGANIZAÇÃO EUROPEIA PARA O COMÉRCIO E DESENVOLVIMENTO – OECD – Education at a Glance – Indicators, 2016. Disponível em: http://www.oecd.org/education/skills-beyond-school/education-at-a-glance-2016-indicators.htm; Acesso em 08/01/2019.PEROSA, G. S.; COSTA, T. L. Uma democratização relativa? Um estudo sobre o caso da expansão da Unifesp. Educação e Sociedade, Campinas, v. 36, n. 130, p. 117-137, Mar. 2015.SANTOMÉ TORRES, J. Globalização e Interdisciplinaridade: o currículo integrado. Ediciones Morata, SL, 1994.SANTOS, M. Por uma Geografia Nova. São Paulo: Hucitec, Edusp, 1978.SAVIAN FILHO, J. A Unifesp e as soluções provisórias. Carta Capital, 27/07/2012. Disponível em: https://www.cartacapital.com.br/educacao/crise-e-dinheiro-publico-na-unifesp; Acesso em:10/04/2018.SOUSA-SANTOS, B. Na oficina do sociólogo artesão: aulas 2011-2016. São Paulo: Cortez, 2018.SOUSA-SANTOS, B. A gramática do tempo: para uma nova cultura política. São Paulo: Cortez, 2006.SOUSA-SANTOS. B. A universidade do século XXI: para uma reforma democrática e emancipatória da universidade. 2ª ed. São Paulo: Cortez, 2005.UNIVERSIDADE FEDERAL DE SÃO PAULO. Análise do perfil de estudantes ingressantes da Universidade Federal de São Paulo, 2016, mimeo.UNIVERSIDADE FEDERAL DE SÃO PAULO. Projeto Político Pedagógico. Instituto das Cidades, 2015. Disponível em: https://unifesp.br/campus/zonaleste/images/campus_zona_leste/documentos/Projeto_Pedagogico/PPP/Unifesp_Projeto_Poltico_Pedagogico_Instituto_Das_Cidades.pdf; Acesso em 05/01/2019.UNIVERSIDADE FEDERAL DE SÃO PAULO. Proposta Pedagógica do Campus Guarulhos, 2006, mimeo.VAZQUEZ, D. A. O desmonte social no Plano Temer-Meirelles. Carta Capital, 20/07/2016. Disponível em: https://www.cartacapital.com.br/politica/o-desmonte-social-no-plano-temer-meirelles/; Acesso em: 29/04/2020.YOUNG, M. Currículo e Democracia: lições de uma crítica à ‘nova Sociologia da Educação’, Educação e Realidade, Porto Alegre, v.14, p. 29-40, jan/jun, 1981.e3347086

1.Curso de Extensión Universitaria “Traducción e interculturalidad en la época contemporánea”Organiza: CRET-Grupo de Investigación Consolidado sobre Traducción y MulticulturalidadUniversidad de Barcelona (Facultad de Filología), del 5 de octubre al 17 de diciembre de 2009. Curso de 20h., con 2 créditos de libre elección reconocidos. Matrícula: Secretaría de la Facultad de Filología, Gran Vía de las Cortes Catalanas, 585, Barcelona. Para más información: cret@ub.edu2.Congreso Internacional: XIII Congreso de la Sociedad Española de Italianistas (SEI): “La traducción en las relaciones ítalo-españolas: lengua, literatura, cultura”, Universidad de Barcelona (Facultad de Filología), del 16 al 19 de noviembre de 2010.Organiza: CRET-Grupo de Investigación Consolidado sobre Traducción y Multiculturalidad, en colaboración con la SEI.Inscripción y envío de propuestas de comunicación: cret@ub.edu , hasta el 30 de noviembre de 2009.Para más información, cret@ub.edu, y ww.ub.edu/lettere/congreso_20103.Congreso Internacional: “The Sociological Turn in Translation and Interpreting Studies” The Fifth Biennial Conference of the American Translation & Interpreting Studies Association (ATISA) April 22-24, 2010, New York University (NYU), New York, NY Send your proposals to the Chair of the ATISA Scientific Committee at claudia.angelelli@sdsu.edu. For more information about the conference, visit the conference registration page. E-mail your questions to translationconf2010@nyu.edu.4.Congreso Internacional: Congress Japan Jan 2010 “Translation Studies in the Japanese Context”, 9-10 January 2010, Ritsumeikan University, Kyoto, Japan http://translationstudies.net/tsc2010/ Organized by Nana Sato-Rossberg, Paul Dumouchel and Kozo Watanabe Ritsumeikan University, Graduate School for Core Ethics and Frontier Sciences. In collaboration with the Global COE Ars Vivendi: Forms of Human Life and Survival. Submission e-mail address (submissions only): TSC2010-Rits@translationstudies.net Further information: TSC2010-Info@Rossberg.net5.Congreso Internacional: “Adapting, Translating, Transforming”. We would welcome contributions that focus on the following issues: * the role of the translator and whether it differs from that of an adapter * the metaphorical meanings of both terms: translation as transformation or transfer, adaptation as psychological adjustment to a particular context. * translation and adaptation as politically loaded terms * the semiotic systems underlying translation and adaptation * 'openness' versus 'restriction' - do translations differ from adaptations in the way they approach either the source or the target text? * social constructions: the translator as mediator between two languages and two cultures; the adapter as mediator between media and cultures; * the role of the imagination and/or the emotions in the act of translation or adaptation * the role of the academy and/or recent scholarship in shaping attitudes towards both disciplines Contributions, in the form of short (150-250 word) proposals, should be sent to the joint editors, Laurence Raw (l_rawjalaurence@yahoo.com) and Joanne Collie (mail@jmacollie.co.uk) by 31 December 2009.6.Congreso Internacional: "Interpreting... Naturally: International Symposium on Interpreting Studies in Honour of the 80th Birthday of Brian Harris", 10th International Conference on Translation, Universitat Jaume I, Castellón, Spain, 12-13 November 2009 Contact details: Please contact María J. Blasco, blascom@trad.uji.es and Amparo Jiménez, jimenez@trad7.Congreso Internacional: 23rd CATS Annual Conference, Concordia University, Montreal, May 28-30, 2010: “Research Methodology in Translation and Interpretation Studies” Organizers: Clara Foz, Ryan Fraser (cfoz@uottawa.ca, ryan.fraser@uottawa.ca). A selection of papers presented at the conference will be published. Please consult the CATS website for further details: http://www.uottawa.ca/associations/act-cats8.Congreso Internacional: "Diasporic Acts of Identity: Dialogic Approaches to Translation and Creolization" for ACLA conference in New Orleans, April 1-4, 2010 * Seminar Organizer: Jorge Jimenez-Bellver, UMass Amherst; Antonia Carcelen-Estrada, UMass Amherst If you wish to submit a proposal, please click on the following link: www.acla.org/submit/index.php. For questions, please contact Jorge Jiménez Bellver at jimenezb@complit.umass.edu.9.Nuevo libro: Translation and the Machine: Technology, Meaning, Praxis. Steve Berneking & Scott S. Elliott, eds., Nida Institute Conference Papers 2 (Rome: Edizioni di Storia e Letteratura, 2009). ISBN: 978-88-8498-468-5; ABS Item Number: 120710; Retail Price: $45.00. Ordering Information: USA: www.Bibles.com or 1-800-32-BIBLE Canada: www.biblesociety.ca or 800-564-2425 Italy: info@storiaeletteratura.it or (0039) 063 967 0307 All other countries: www.casalini.it or (0039) 055 501 8201 Contact Information: Charles Houser, Editorial & Publications Manager Nida Institute for Biblical Scholarship American Bible Society, 1865 Broadway, New York, NY 10023 Phone (212) 408-1235 / Fax (212) 408-1435 / Email chouser@americanbible.org10.Nuevo libro: Alexander C.Y. Huang. Chinese Shakespeares: Two Centuries of Cultural Exchange. New York: Columbia UP, 2009. ISBN: 978-0-231-14849-8. US$ 23.85. <http://cup.columbia.edu/book/978-0-231-14848-1/chinese-shakespeares>11.Curso de verano:Curso de verano de carácter doctoral organizado por CETRA 2010 en su 22ª edición - Katholieke Universiteit Leuven (KUL), Bélgica, 16 - 28 de agosto de 2010. Profesor invitado de esta edición: Sherry Simon ( http://www.kuleuven.be/cetra/people/sherry_simon.html),Concordia University. Para más información: contactar con Reine Meylaerts: reine.meylaerts@arts.kuleuven.be Visite la web de CETRA: http://www.kuleuven.be/cetra/index/

A escolha de uma carreira profissional depende de diversos aspectos multifatoriais, dos quais a educação tem um papel primordial. Essa educação não possui mais somente cunho tradicional, mas frente ao desenvolvimento global, ampliou-se seu conceito, estruturando a educação não-formal, que inclui qualquer tentativa educacional organizada, envolvendo ações coletivas do terceiro setor da sociedade. Sua ação conjunta se faz necessária na promoção de alfabetização científica efetiva na sociedade. Este estudo fez um levantamento do conhecimento prévio sobre neurociências de visitantes em um evento de extensão universitária, com o objetivo de identificar a efetivação dessa atividade não-formal na promoção de cultura científica. Durante a atividade houve a apresentação de diferentes modelos de cérebros e explicação sobre sistema nervoso. Os dados coletados durante o evento foram analisados por estatística descritiva considerando frequências absoluta e relativa. Observou-se satisfação de 100% quanto ao material exposto durante o evento, 66,7% relataram já ter aprendido algo sobre o tema, dos quais 50% afirmaram ter aprendido na escola, 60% não conheciam as curiosidades apresentadas, 40% já sabiam, e 100% gostariam de aprender mais. Aliada à educação formal, a educação não-formal possui importante papel no impulso para o ingresso na universidade, e quanto maior o acesso à informações de uma área específica maior será a influência no momento da decisão de sua carreira profissional, uma vez que essas atividades estimulam a curiosidade e o interesse. Diante de sua importância, a educação não-formal deve andar de mãos dadas com a educação formal, pois ambas ocupam uma parcela notável dentre todas as influências multifatoriais que levam o indivíduo a escolher sua carreira profissional. Palavras-chave: Educação não-convencional; Ação universitária; Orientação profissional Non-formal activity in the awakening interest of biological sciences areas Abstract: The choice of a professional career depends on multifactorial aspects, of which education has a leading role. This education also has a non-formal perspective, besides the traditional one and its joint action is necessary for promoting effective scientific literacy in society. This study aimed to raise the prior knowledge about neurosciences of the visiting population at an event of university extension, to identify the effectiveness of the non-formal activity in the promotion of scientific culture. During the activity, there was a presentation of different models of brains and an explanation about the nervous system. The data collected through a self-responsive questionnaire during the event were analyzed by descriptive and reflective statistics about the theme. It was observed that 100% of the visitors were satisfied, 66.7% reported having already learned something about the subject, of which 50% stated that they have learned at school, 60% did not know the curiosities presented, 40% already knew, and 100% would like to learn more. Thus, it was possible to evaluate that allied with formal education, non-formal education has a vital role in promoting the university entrance. Besides, the higher the access to the information of a specific area, the higher will be the influence at the time of the decision of their professional career, since these activities stimulate the curiosity and instigate the interest. Given its importance, nonformal education must go hand in hand with formal education, since both have a remarkable part of all the multifactorial influences in the choice of Biological Sciences as a professional career. Keywords: Unconventional education; University action; Professional orientation Actividad no formal en el despertar de interés en las áreas de las ciencias biológicas Resumen: Escoger una carrera profesional depende de aspectos multifactoriales, de los cuales la educación tiene un papel primordial. Esa educación también posee un carácter no-formal, además del tradicional y su acción conjunta es necesaria en la promoción efectiva de alfabetización científica en la sociedad. Este estudio tuvo como objetivo elevar el conocimiento previo sobre neurociencias de la comunidad visitante en un evento de extensión universitaria, para identificar la efectividad de la actividad no-formal en la promoción de la cultura científica. Durante la actividad se realizaron presentaciones de diferentes modelos de cerebros y una explicación sobre el sistema nervioso. Los datos recolectados por medio de un cuestionario auto evaluativo realizado durante el evento, fueron analizados por estadística descriptiva y reflexiva. Se observó que la satisfacción de los visitantes fue de 100%, el 66.7% mencionó haber aprendido algo sobre el tema, de los cuales 50% afirmaron haberlo aprendido en la escuela, 60% no conocían las curiosidades presentadas, 40% ya lo sabían y al 100% le gustaría aprender más. De esta manera, fue posible evaluar que junto con la educación formal, la educación no-formal posee un papel importante en la motivación para el ingreso a la Universidad. Además, mientras mayor sea el acceso a la información sobre un área específica, mayor será la influencia al momento de elegir una carrera profesional, una vez que esas actividades estimulen la curiosidad y aumenten el interés. Ante su importancia, la educación no-formal debe de ir en conjunto con la educación formal, ya que ambas tienen una participación notable dentro de las influencias multifactoriales, al momento de elegir Ciencias Biológicas como carrera profesional. Palabras-clave: Educación no-convencional; Acción universitaria; Orientación profesional

The issue of the journal begins with an article on French sinology. French sinology takes a special place in the history of the sinological studies development. It was France that became the first country where the transformation of missionary sinology, which was common among a limited circle of researchers (mainly in a religious sphere), into the academic scientific discipline, which had already been taught and studied at a professional level in academic institutions, occurred. The Parisian type of sinology used to dominate the entire world for a long time, including such powerful centers of Chinese studies as Germany, Great Britain, the USA, and China itself. In order to form a complete picture of sinology development in France, the authors singled out and analyzed three historical periods covering the entire history of Chinese studies development, starting from its birth and flourishment to the process of stagnation. Modern scientific communication traditionally uses visual narratives, such as comics, for education, presentation of scientific achievements to a mass audience, and as an object of research. In the article by Oksana Hudoshnyk and Oleksandr P. Krupskyi, offers a three-level characterization of the interaction of comic culture and science in a diachronic aspect. Attention is focused not only on the chronological stages of these intersections, the expression of the specifics of the interaction is offered against the background of scientific and public discussions that accompany the comics–science dialogue to this day. Emphasis is placed on the unique phenomenon of the simultaneous concordance of various stages of the dialogue between comics and science, on the prolonged replication of successful inventions into modern experience, and the active testing of known narratives at new levels of a scientific presentation. The next paper assesses the topicality of Vernadsky's concept of the noosphere, coined over almost twenty years starting in the early 20th century. Emphasizing the uniqueness of Vernadsky's concept of the noosphere as the transformation of the biosphere by a man using reason, we concentrate on the assessment of the utopian or realistic nature of his vision of the future of humanity. Based on the philosophical case-studies analysis, it identifies the ideological roots of the noosphere concept, the development of views on the concept in time, the role of reason and scientific thinking, the opinions of its supporters and critics, and Moiseev's related concept of co-evolution. Lectures de Potentia Restitutiva or Of Spring: Explaining the Power of Springing Bodies (1678) is an important book for the history of science. This book is better known for Hooke’s presentation of the law that bears his name. In the article by Isadora Monteiro, seeks to study the Lectures de Potentia Restitutiva once again to better understand Hooke’s thoughts about the rule which bears his name and his conception of gravity, which the author considered a force. Here Hooke’s definitions of body and motion will be presented, as well as his actual objective when he formulated the so-called Hooke’s Law. As we will see, Hooke intended to create a “philosophical scale” to measure the gravitational attraction between bodies. By considering his previous publications, such as An attempt to prove the motion of the Earth from Observations or Micrographia: or some Physiological Descriptions of Minute Bodies, or even unpublished works such as On the inflection of a direct motion into a curve by supervening Attractive principle, it becomes clear that Hooke was already opening a path toward an understanding of gravity before Newton’s Principia (1687) were published. By taking into account the controversy between Isaac Newton and Robert Hooke, we also intend to strengthen the idea that Hooke was an indispensable contributor to the elaboration of a law of universal gravitation. In 1915, the first occupational therapy school was founded by Jane Addams at Hull House (Chicago, USA). In that process, Addams inspired the first generation of occupational therapists, especially Eleanor Clarke Slagle. Thus, in the article by Rodolfo Morrisonseeks to highlight the contribution of Jane Addams to the development of Occupational Therapy through an in-depth bibliographic review, from primary sources. The next article presents the results of a study of the features of biographical and prosopographic materials about famous mathematicians and natural scientists, published in one of the most authoritative journals “Bulletin of Experimental Physics and Elementary Mathematics”, which was published in Kyiv and Odesa during 1886–1917. In fact, the journal was an unofficial periodical printed branch of the Mathematical Department of the Novorossiysk Society of Naturalists. The aim of the next research is to study the policy efforts conducted by the Indonesian government since the beginning of independence in 1945 to present, in advancing science and technology and innovation. A content analysis approach is employed to identify each stipulated regulation in Indonesia in the form of Laws, Government Regulations, Presidential Regulations, Presidential Decrees, and Presidential Instructions. There are 78 regulations in the field of science and technology and innovation that are analyzed. The results of the analysis are described based on the emergence of regulations and institutional implications generated as part of the ecosystem. In the article by Ihor Annienkov, based on the problem-chronological, comparative-historical, historiographical, and source-research methods, as well as the method of actualization, identifies the extent of borrowing foreign design and technological solutions in the Ukrainian Soviet Socialist Republic for projecting electrical machines in the second half of the 1930s, as well as the reasons for the absence of unambiguous information in historiography regarding the existence of this phenomenon in the republic at this chronological stage. The publication provides a general assessment of the quality of scientific support for the processes of creating electrical machines, establishes the ways of fulfilling the scientific-technical borrowings that were studiedand the dynamics of their development, analyzes their role in the growth of the technical level of products of the Ukrainian electrical machine-building branch. In the article by Mykola Ruban and Andrii Fomin, attempts to investigate the historical circumstances of the mastering and development of the industrial production of rolling stock in Ukraine from 1991 to 2021. In the course of the scientific development of the proposed research, materials from mass-circulation newspapers, industry publications of railway transport, as well as technical studies of employees of manufacturing plants were used. The next discusses the conditions and prerequisites for choosing the location of the plant; considers the stage of the establishment (foundation) of the plant; examines the stage of plant construction and equipping it with technological facilities in detail; analyzes the development and establishment of the plant between 1897 and 1914. A brief analysis of locomotive designs produced by the Kharkiv Locomotive Plant from 1897 to 1914 has been made. The article shows the significance of Consultative Congresses of Traction Engineers for the development of railway machinery both at Kharkiv Locomotive Plant and for the entire railway industry. The purpose of next study is to highlight the peculiarities of the development of the Russian aviation industry during the First World War. The focus is on analyzing production programs and matching their quantitative and qualitative parameters to war requirements. Production plans of leading Russian aviation factories as well as qualitative and quantitative parameters of products have been analyzed in the article.

Presentación En septiembre de 2017, la Asociación Colombiana de Alergia, Asma e Inmunología (ACAAI) y la Organización Mundial de Alergia (WAO) celebraron conjuntamente en la Ciudad de Cartagena, Colombia, dos eventos únicos: el XI Congreso Colombiano de Alergia, Asma e Inmunología y el Simposio WAO “Alergia a ácaros: de la ciencia básica a las aplicaciones clínicas”. Los organizadores se esmeraron a fondo en ofrecer un programa de contenido novedoso e interesante, pero también en lograr una convocatoria numerosa y de calidad que motivara la presentación de trabajos libres. Para ello, se emprendió una ambiciosa gestión con el fin de lograr la publicación de los resúmenes en una revista de impacto para la especialidad, llegando a un acuerdo con la Revista de Alergia de México, líder en las áreas de la alergología y la inmunología en la región, y órgano oficial de la Sociedad Latinoamericana de Alergia, Asma e Inmunología (SLAAI). Alergología Presentación Carlos D. Serrano R. Adherence to pharmacotherapy improves school performance in children with rhinitis and asthma Jorge Mario Sánchez, Andrés Sánchez, Ricardo Cardona Adherencia a la inmunoterapia sublingual y subcutánea en los pacientes del servicio de alergología de una institución en salud. Medellín, Colombia Ana Milena Acevedo, Rosa Farfán, Ruth Ramírez, Ricardo Cardona Aerobiological study in Lima, Peru Silvia Uriarte,Óscar Calderón Aerobiological study in Peruvian cities Silvia Uriarte,Óscar Calderón Alergia al trigo en un adulto. Reporte de un caso Ricardo Cardona, Karen Hernández, Julián Londoño Alimentación complementaria antes de los 4 meses de edad y su relación con asma, rinitis y eccema Karol Cervantes De la Torre, Francisco Guillén-Grima Alta frecuencia de sensibilización a camarón entre pacientes con rinitis alérgica sin consumo previo María Angélica Muñoz, Estefanía Hernández Susana Diez, Jorge Sánchez Alteraciones psicosociales entre escolares y adolescentes con alergias respiratorias en Medellín, Colombia Juan José Yepes, Víctor Calvo, Ricardo Cardona Anafilaxia causada por cidra y yuca. Reporte de caso Emerson Daniel Amaya-Ruiz Anafilaxia en lactante alérgico a la proteína de la leche de vaca Ana María Calle-Álvarez, Carlos Fernando Chinchilla Anafilaxia perioperatoria. Reporte de un caso y revisión de la literatura María Clara Vásquez-Maya, Mónica Molina, Ricardo Cardona Anafilaxia tardía tras la ingesta de carnes rojas con sensibilización a alfa-gal. Reporte de caso María Beatriz García-Paba Asma alérgica infantil severa resistente que remite tras manejo con omalizumab. Reporte de caso Miguel Ángel Daza-Cruz, Andrés Felipe Mantilla-Santamaría Association of IgE profiles to micro-arrayed house dust mite allergens with allergic symptoms measured in a house dust mite challenge chamber Azahara Rodríguez-Domínguez, Yvonne Resch, Petra Zieglmayer, Rudolf Valenta, Susanne Vrtala Ausencia de reactividad cruzada entre aril propiónicos. Reporte de caso Julián Londoño, Ricardo Cardona Calidad de vida en población pediátrica con dermatitis atópica atendidos en una unidad especializada de alergología de Medellín, Colombia Ruth Ramírez-Giraldo, Iris Castelblanco-Arango, Víctor Calvo, Carlos Chinchilla-Mejía, Ricardo Cardona-Villa Caracterización clínica de pacientes con rinosinusitis crónica en un centro ambulatorio de alergología e inmunología en Bogotá Carlos Olmos-Olmos Clinical efficacy of cat or dog allergen A real-life study Silvia Uriarte, Joaquín Sastre Comparison of several combinations maintenance and reliever therapy for asthma patients Pablo Andrés Miranda-Machado Comportamiento de las gastroenteropatías eosinofílicas en la población pediátrica Carolina Gallego-Yepes, Luisa María Holguín-Gómez, Yuliana Toro-Colorado, Carlos Fernando Chinchilla-Mejía Conocimientos básicos en alergología en una cohorte de médicos generales que ingresan a residencia diferente de alergología Luis Fernando Ramírez-Zuluaga, Carlos Daniel Serrano-Reyes De anafilaxia por Culex a síndrome de activación mastocitaria en un paciente adulto Ricardo Cardona, Emerson Daniel Amaya-Ruiz, María Angélica Muñoz-Ávila Dermatitis de contacto no tan obvias: descripción de casos Carolina Gómez-García, Edison Morales-Cárdenas Desensibilización a quimioterápicos: nuestra experiencia David Baquero-Mejía, Alfredo Iglesias-Cadarso, María del Mar Goñi-Yeste, María del Mar Reaño-Martos, Marta Rodríguez-Cabrero, Matilde Rodríguez-Mosquera Desensibilización exitosa a ciclofosfamida. Reporte de un caso Diana Lucía Silva-Espinosa, Luis Fernando Ramírez-Zuluaga, Carlos Daniel Serrano-Reyes Desensibilización exitosa a hierro sacarosa endovenoso. Descripción de dos casos Edgardo Antonio Chapman-Ariza, Leidy Álvarez-Ricardo, Dalyla Leal, Mónica Duarte-Romero, Elizabeth García Desensibilización exitosa con tocilizumab. Reporte de un caso Luis Fernando Ramírez-Zuluaga, Diana Lucía Silva-Espinosa, Carlos Daniel Serrano-Reyes Diagnóstico molecular en alergia a camarón y langostino Diana Lucía Silva-Espinosa, Luis Fernando Ramírez-Zuluaga, Carlos Daniel Serrano-Reyes Eritrodermia recurrente que condujo al diagnóstico de síndrome hipereosinofílico Liliana María Tamayo-Quijano, Lina María Aguirre-Hernández ¿Es la levadura un alérgeno importante en la alergia a licores? Reporte de caso Yuliana Toro-Colorado Esofagitis eosinofílica en niños de una región intertropical Luisa Holguín-Gómez Experiencia de inmunoterapia con extractos no modificados durante un año en un centro ambulatorio de Bogotá Carlos Olmos-Olmos, Catalina Gómez-Parada Lizeth Florez Exposición y sensibilización a insectos en pacientes alérgicos en el trópico Jorge Mario Sánchez, Andrés Sánchez, Ricardo Cardona Exposure and sensitization to dust mites in Peruvian cities Silvia Uriarte, Óscar Calderón, Víctor Iraola Factores sociodemográficos y su relación con el nivel de control del asma en pacientes pediátricos del Instituto Nacional de Salud del Niño de Perú César Galván-Calle, Ricardo Muñoz-León, David García-Gomero, Edgar Matos-Benavides, Wilmer Córdova-Calderón, María López-Talledo Frecuencia de reacción alérgica a la triple viral en 94 pacientes con alergia a huevo Jorge Mario Sánchez, Ruth Ramírez, Ricardo Cardona Herramienta de orientación en casos de incertidumbre de intolerancia a AINE Ricardo Cardona, Julián Londoño, Felipe Arboleda, Víctor Calvo Hipersensibilidad a AINE en niños: lo que no se ajusta a la clasificación María Angélica Muñoz-Ávila, Ruth Helena Ramírez-Giraldo, Ricardo Cardona-Villa House dust mites as potential carriers for IgE sensitization to bacterial antigens Sheron Dzoro, Irene Mittermann, Yvonne Resch, Susanne Vrtala, Marion Nehr, Alexander M. Hirschl, Gustav Wikberg, Lena Lundeberg, Catharina Johansson, Annika Scheynius, Rudolf Valenta IgE serological tests based on natural house dust mite extracts underestimate allergen-specific IgE levels compared to recombinant allergen-based tests Huey-Jy Huang, Yvonne Resch-Marat, Kuan-Wei Chen, Renata Kiss, Rudolf Valenta, Susanne Vrtala IgE/IgG1 antibody responses to ubiquitin are associated with emergency room attendance due to asthma symptoms Juan Felipe López-Crespo, Dilia Mercado, Velky Ahumada-Contreras, Ronald Regino López, Josefina Zakzuk-Sierra, Luis Caraballo Impacto del uso de la herramienta “Reactividad cruzada entre betalactámicos” Ricardo Cardona, Julián Londoño, Felipe Arboleda, Víctor Calvo Inhibition of Orai-STIM coupling alleviates experimentally-induced airways remodeling changes Martina Sutovska, Sona Franova Más allá de la alergia a la yuca o mandioca Ricardo Cardona, María Angélica Muñoz-Ávila, Kenny Mauricio Gálvez-Cardenas Mastocitosis cutánea difusa. Reporte de un paciente pediátrico Rodrigo Alonso Gaviria-Rendón, Ricardo Cardona Miositis eosinofílica, parte del espectro del síndrome hipereosinofílico o diagnóstico Reporte de un caso Carlos Olmos-Olmos Modelo de ecuaciones estructurales en pacientes con urticaria crónica Ricardo Cardona, Susana Diez, Víctor Calvo Niveles séricos de cortisol matutino en niños atópicos con asma bronquial y su influencia en la respuesta inmune IgE. estudio piloto en comunidades pobres de la ciudad de Barranquilla Fernando Rafael De La-Cruz-López, Gloria Egea-Garavito, Nicole S. Pereira-Sanandres, Luis Fang-Mercado, Iván Stand-Niño, Sofía Moreno-Woo, Gloria Garavito-De Egea, Eduardo Egea-Bermejo Omalizumab como terapia adyuvante para la dermatitis atópica severa en niños: una serie de casos María Alejandra García-Chabur, Alejandro Durán, Edgardo Chapman, Elizabeth García Omalizumab en conjuntivitis vernal severa: a propósito de un caso Manuela Olaya-Hernández, Luis Fernando Ramírez, Carlos Daniel Serrano-Reyes Omalizumab más allá del asma y la urticaria crónica espontánea Luisa Holguín, Angélica Muñoz, Ricardo Cardona Patients living in urban areas require more pharmacotherapy and have lower remission of symptoms for asthma and rhinitis than patients in rural location Jorge Mario Sánchez, Andrés Sánchez, Ricardo Cardona Prevalence, incidence and mortality of anaphylaxis in Colombia Pablo Andrés Miranda-Machado Prueba de parches de flores, un acercamiento a la estandarización María Muñoz, Catalina Gómez, Susana Diez, Liliana Guevara, Carlos Chinchilla, Ricardo Cardona Pruebas in vivo e in vitro para el diagnóstico de alergia a metamizol en pacientes de un centro médico en Perú David García-Gomero, Daniel Mendoza-Quispe, Edgar Matos-Benavides, Rosario Inocente Malpartida, Marco Álvarez-Ángeles Remisión de urticaria solar posterior al uso de omalizumab. Reporte de caso Ana María Villa-Arango, María Angélica Muñoz-Ávila, Ricardo Cardona Reporte de un paciente con queratoconjuntivitis vernal controlada con omalizumab y recaída con su suspensión Jorge Sánchez, Luis Carlos Santamaría-Salazar ¿Requiere cambios la clasificación actual de urticaria crónica? July Ospina-Cantillo, Liliana Guevara-Saldaña, Ricardo Cardona Rhinitis symptoms, mattress covers and bedroom environmental control: a multicentred double blind randomized versus placebo-controlled trial Emeline Furon Safety of an ultra-rush subcutaneous immunotherapy using an infusion pump in real-life Silvia Uriarte, Joaquín Sastre Seguimiento a largo plazo de inmunoterapia oral con leche de vaca David Baquero-Mejía, Pedro Ojeda-Fernández, Peter Bae, Isabel Ojeda-Fernández, Gema Rubio-Olmeda, Rocío Mourelle-Aguado, Sandra Yago-Meniz Seguridad de la inmunoterapia por vía subcutánea con alergoides María Nelly Restrepo Sensibilización a aeroalérgenos en pacientes pediátricos con asma atendidos en un periodo de 4 años en un Hospital de Medellín, Colombia Estefanía Vásquez-Echeverri, J. H. Donado, M. P. Villar, S. I. Ramírez, Carlos Fernando Chinchilla-Mejía, J. E. García Sensibilización a contactantes en 2003 pacientes de Medellín, Colombia María Nelly Restrepo-Colorado, Edison Morales-Cárdenas E, Ana María Acevedo-Vásquez, Daniel Amaya-Ruiz, Paula Andrea Arango-Castaño, Rosa Remedios Farfán-Plata, Carolina Gómez-García, Ruth Mery Marín Franco, Margarita Olivares-Gómez, Rafael Alberto Pérez-Arango, Liliana María Tamayo-Quijano, Juan David Tobón-Franco, Liliana María Valencia-Gómez Sensitization to the mosquito allergens, Aed a 1 and Aed a 2 in patients with papular urticaria from two Colombian cities with different altitude Luis Miguel Henao, Juana Bustillo, Josefina Zakzuk, Luis Caraballo, Elizabeth García Simplificación del estudio alergológico en pacientes con sospecha de alergia a fármacos con riesgo bajo a moderado Diana Lucía Silva-Espinosa, Luis Fernando Ramírez-Zuluaga, Manuela Olaya-Hernández, Carlos Daniel Serrano-Reyes Síndrome DRESS por penicilina benzatínica. Primer reporte de caso en Latinoamérica Ana María Calle, Iris Castelblanco-Arango, Ricardo Cardona-Villa Síndrome de Frey como diagnóstico diferencial de alergia alimentaria July A. Ospina-Cantillo, Ruth Helena Ramírez-Giraldo, Iris Castelblanco-Arango, Ricardo Cardona Síndrome de Presentación de dos casos Liliana María Tamayo-Quijano, Lina María Aguirre-Hernández, Luz Marina Gómez-Vargas Superposición de reacciones graves por fármacos. Reporte de dos casos Diana Lucía Silva-Espinosa, Luis Fernando Ramírez-Zuluaga, Carlos Daniel Serrano-Reyes The efficiency of flavonols in the setting of experimentally induced allergic asthma Sona Fraková Tromboembolismo pulmonar como causa de exacerbaciones frecuentes en un paciente con asma de difícil control, aspergilosis broncopulmonar y uso de esteroides sistémicos Liliana M. Guevara-Saldaña, Libia Susana Díez-Zuluaga, Catalina Gómez-Henao, Ricardo Cardona Urticaria Reporte de un caso María Raigosa, Yuliana Toro, Jorge Sánchez Utilidad clínica del omalizumab en urticaria crónica inducible Ricardo Cardona Vitamina D y atopia en escolares pertenecientes a comunidades vulnerables de la ciudad de Barranquilla Luis Fang, Nicole Pereira-Sanandres, Fernando Rafael De la Cruz-López, Sofía Moreno-Woo, Nelly Lecompte, Lila Visbal, Gloria Garavito-De Egea, Eduardo Egea-Bermejo Inmunología Angioedema hereditario y lupus. Reporte de caso Catalina Gómez-Parada Características clínicas y de laboratorio en una cohorte de pacientes con ataxia telangiectasia en el Grupo de Inmunodeficiencias Primarias de la Universidad de Antioquía Lina Rocío Riaño, Jesús Armando Álvarez, Julio César Orrego, Dagoberto Cabrera, Carolina Gómez, Héctor Valderrama, Alexandra Sierra, Derly Carolina Hernández, José Luis Franco Cuantificación y análisis de citocinas proinflamatorias en pacientes con hallazgos coronariográficos de lesiones ateroscleróticas en la ciudad de Barranquilla, Colombia Franklin Torres, José Villarreal, Marcio de Ávila, Xavier Lastra, Edward Lozano, Martín Oviedo, Axel Tolstano Estudio de los polimorfismos de los antígenos leucocitarios humanos HLA y citocromos CYP en síndrome de Stevens-Johnson relacionado con fenitoína y carbamazepina en Colombia Nohemí Esther Santodomingo-Guerrero Estudio de una población barranquillera basada en los alelos DRB1 y DQB1 comparada con otras poblaciones suramericanas Carlos Hernando-Parga Evaluación de la adsorción de los alérgenos Blo t2 y Blo t3 y del proteoliposoma de Neisseria meningitidis al Al(OH)3 en formulaciones de una vacuna antialérgica adyuvada contra el ácaro Blomia tropicalis Yoskiel Laurencio-Lorca Exome sequencing reveals gain-of-function mutations in STAT1 conferring predisposition to chronic mucocutaneous candidiasis and tuberculosis in six Colombian patients Marcela Moncada-Vélez, Lucía Victoria Erazo-Borrás, Jesús Armando Álvarez-lvarez, Carlos Andrés Arango, Miyuki Tsumura, Satoshi Okada, Sara Daniela Osorio, Lorena Castro, Natalia González, Catalina Arango, Julio César Orrego, Lina Riaño, Juan Fernando Alzate, Felipe Cabarcas, Jean-Laurent Casanova, Jacinta Bustamante, Anne Puel, Andrés Augusto Arias, José Luis Franco Experiencia de una clínica de inmunodeficiencias primarias en un centro de atención nivel IV en Cali, Colombia Manuela Olaya-Hernández, Jaime Patiño, Diego Medina, Harry Pachajoa, Viviana Lotero, Paola Pérez Expression and immunological characterization a heat shock cognate-70 protein allergen, rAed a8, from the mosquito species Aedes aegypti José Fernando Cantillo, Leonardo Puerta, Enrique Fernandez-Caldas, José Luis Subiza, Irene Soria, Sylvie Lafosse-Marin, Barbara Bohle Gemelos idénticos con enfermedad granulomatosa crónica que se manifestó inicialmente como colitis alérgica. Reporte de caso Carlos Olmos-Olmos Genetic analysis of the SERPING1 gene in hereditary angioedema patients in Neiva, Colombia Jairo Antonio Rodríguez, Carlos Fernando Narváez Hyperimmunoglobulin E syndrome in three siblings of non-consanguineous healthy Egyptian family. Case report Rehab Zaki Elmeazawy, Nabil Elesawy, Ahmad Abdelrazik, Osama Toema, Mohamed Hamza, Amany Bararkat Local adverse reaction rates decreased over time during treatment with recombinant human hyaluronidase- facilitated subcutaneous infusion of immunoglobulin G (fSCIG) in patients with primary immunodeficiency diseases in the fSCIG phase 3 studies Lina Laguado, Mark Stein, Richard L Wasserman, Isaac Melamed, Sudhir Gupta, Lisa Kobrynski, Arye Rubinstein, Christopher J Rabbat, Werner Engl, Barbara McCoy, Heinz Leibl, Leman Yel Long-term adverse events, efficacy, and tolerability of recombinant human hyaluronidase-facilitated subcutaneous infusion of immunoglobulin in patients aged < 18 years with primary immunodeficiency diseases Lina Laguado, Richard L. Wasserman, Isaac Melamed, Lisa Kobrynski, Sudhir Gupta, Werner Engl, Heinz Leibl, Leman Yel Manifestaciones alérgicas en inmunodeficiencias primarias, ¿cómo diferenciar dermatitis atópica versus síndrome hiper-IgE? Reporte de casos Carlos Olmos-Olmos Immune response to multi-epitope Blomia tropicalis hybrid protein in mice Dalgys Martínez, Brenda Flam, Helber Herazo, Inés Benedetti, Narasaiah Kolliputi, Luis Caraballo, Richard F. Lockey Leonardo Puerta Next generation sequencing identifies mutations in Colombian patients with primary immunodeficiency diseases Carlos Andrés Arango-Franco, Marcela Moncada-Vélez, Alexander Franco-Gallego, Lucía Victoria Erazo, Catalina Martínez, Sebastián Gutiérrez, Jesús Armando Álvarez, , Manuela Molina, Diana Arboleda, Laura Naranjo, Juan Álvaro-López, Juan Fernando Alzate, Felipe Cabarcas, Claudia Milena Trujillo- Vargas, Julio César Orrego, Satoshi Okada, Anne Puel, Jacinta Bustamante, Jean-Laurent Casanova, Andrés Augusto Arias, José Luis Franco Niña con infección recurrente y severa de virus Epstein-Barr CD27 negativo. Reporte de caso Ana Ivette Mondragón-Pineda Non-interventional post-marketing safety study on the long-term safety of HyQvia (global) Lina Laguado, Katharina Fielhauer, Andras Nagy,2 Christopher J. Rabbat, Barbara McCoy, Heinz Leibl, Leman Yel Novel mutations in NCF4 gene confer non-classic chronic granulomatous disease with disseminated histoplasmosis in a Colombian child Carlos Andrés Arango-Franco, Alejandro Nieto-Patlán, Marcela Moncada-Vélez, Jesús Armando Álvarez, Carmen Oleaga-Quinta, Caroline Deswarte, Juan Fernando Alzate, Felipe Cabarcas, Carlos Garcés, Julio César Orrego, Susana Pamela Mejía, Luz Elena Cano, Jean-Laurent Casanova, Jacinta Bustamante, José Luis Franco, Andrés Augusto Arias Registro y caracterización de pacientes con inmunodeficiencia primaria en un centro ambulatorio de alergología e inmunología en Bogotá Catalina Gómez-Parada Relación entre la expresión del alelo HLA DRB1*08:02 y reacciones de hipersensibilidad al medicamento bucilamina en poblaciones amerindias colombianas Carlos Hernando Parga-Lozano Relación filogenética de alelos HLA con presencia de alergias en poblaciones amerindias Carlos Hernando Parga-Lozano, Nohemí Santodomingo Guerrero Reporte epidemiológico de inmunodeficiencias primarias en el Centro Jeffrey Modell de Colombia: 1987-2017 Lina Rocío Riaño-Cardozo, Natalia Correa-Vargas, Alejandro Gallón-Duque, Julio César-Orrego, José Luis Franco Respuesta IgE a extracto de Blomia tropicalis y Ascaris spp. en población proveniente de San Basilio de Palenque Andrés Merlano, Luis Fang, Beatriz Martínez, Catherine Meza, Luz Hernández, Eloína Zárate, Javier Marrugo Secuenciación completa del exoma como herramienta para el diagnóstico molecular de la enfermedad granulomatosa crónica Manuela Molina, Diana Marcela Arboleda, Marcela Moncada, Gabriel Vélez, Juan Fernando Alzate, Felipe Cabarcas, José Luis Franco, Andrés Augusto Arias-Sierra, Juan Álvaro-López The sigma-and omega-class members of the glutathione-S-transferase family from ascaris are IgE binding components with marked differences in the IgG1 and IgG4 response Ana Milena Lozano-Mendoza, Juana Bustillo, Juan López, Luis Caraballo, Josefina Zakzuk

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.

Malcolm Milne was born on the 22 May 1915 at Woodley, Cheshire, the younger of the two sons of Alexander Milne, a pharmacist, and Clare Lilian ( née ). He went to Bradbury Council School and then to the Stockport School, where he was awarded a State Scholarship. These were highly competitive and coveted, since they covered the major costs of a university education. Therefore, he was enabled to enter Manchester University Medical School and in 1936 received first-class honours in his B.Sc. degree; subsequently in 1939 he also qualified M.B. Ch.B. This of course coincided with the start of the 1939-45 war, and after a short appointment as a house physician in the Manchester Royal Infirmary he joined the Royal Army Medical Corps in 1940. His initial training was at Burghwallis in Yorkshire and then Hemel Hempstead in Hertfordshire. Before joining the Eighth Army he married Mary Thorpe, the only daughter of Mathias and Annie Thorpe ( née Sykes) in June 1941. He then embarked on an adventurous army career which took him to Egypt, Libya, Tunisia (where in 1943, he was mentioned in dispatches), Italy and Austria. In short, the hardest of all routes to fulfil Churchill’s wish to attack ‘the soft underbelly of the Italo-German Axis’. Douglas Black (later knighted and President of the Royal College of Physicians), his old friend and colleague, tells me that he must have been the only medical officer in the Army, and almost certainly the only soldier, to take Hall’s Algebra to North Africa for his moments of leisure reading. He always had an interest in mathematics, and especially statistical methods, but clearly more as a stimulus or relaxation, since his subsequent career was not marked by much use of mathematics. If his early or subsequent influences had been epidemiological his story might have been different, but Bradford Hill and Doll had not yet made their impact on medical thought.

Dear Readers,We are delighted that this special issue includes book reviews from preschool to junior high readers!We would like to acknowledge Michelle St. Jean, Steven Campbell, Natalie Burns—the grade six and eight teachers from Ben Calf Robe - St. Clare Elementary/Junior High School—whose students completed the reviews as part of their class work. Assistant Principal Sonia Mangieri was our contact at the school who coordinated with the teachers to help make the vision of an issue entirely devoted to student reviews a reality. We would also like to thank Principal Rena Methuen for her school’s participation in this project. We are also grateful to teachers Ann Sheehan and Jenn Sych from the Child Study Centre’s Junior Kindergarten in the Faculty of Education at the University of Alberta for helping their students to provide class reviews of The Pirate’s Bed. Finally we would like to acknowledge our reviewers for contributing their thoughts on a wide range of reading materials and for sharing their favorite books and reading spots. Wishing you all a wonderful READ IN Week with enjoyable books and good friends.Warm wishes,Deakin Editors_________________________________________________________________Dear Readers,Welcome to this special edition of the Deakin Review. My name is Dr. Trudy Cardinal and I am very excited to be part of this edition highlighting the reviews of students from Ben Calf Robe St. Clare School and from the Child Study Centre’s Junior Kindergarten program in the University of Alberta’s Faculty of Education as part of the 2016 READ IN Week celebrations. This year’s theme is: One World, Many Voices, which was inspired in part by the words of Indigenous author Richard Wagamese in his introduction to One Story, One Song: “What binds us together as a human family is our collective yearning to belong, and we need to share our stories to achieve that” (2011, p. 5). As a Cree/Métis scholar I have always yearned to find children’s books that were more representative of the Cree/Métis life I lived as a little girl in northern Alberta but I never did find one. Rather I fell in love with Laura Ingalls Wilder from Little House on the Prairie and Lucy Maud Montgomery’s Anne of Green Gables feeling a kindred spirit in both of those characters – and yet, despite this love, I still yearned for more – someone more like me! Now, as a teacher educator and a Kokom (a Cree grandmother) I am so excited to find more and more beautiful children’s books, and more and more brilliant Indigenous authors who are creating stories that resonate with my soul. I can now go on grand adventures with Chuck in Jordon Wheeler’s Just a Walk. I see images of my niece Emma in Elizabeth Denny’s Jenneli’s Dance as she wins her first jigging prize and my heart-strings are tugged as I see the spitting image of my younger brother in the little boy in Peter Eyvindson’s Red Parka Mary. Finally, the yearning I have held for so long is beginning to abate as I come across such rich Indigenous literature depicting stories that are more representative of the life I lived as a Cree/Métis little girl. And in this issue, where the youngest readers are given opportunity to share stories of the books they are reading, Deakin Review helps to create spaces of belonging and nurtures the dreams of our youngest - now published - authors. Literacy, when we honor stories of lives, and create spaces for diverse voices in the ways that this issues does, contributes to that greater sense of belonging to which Richard Wagamese speaks. Happy reading!Trudy CardinalDr. Trudy Cardinal is an assistant professor in the department of Elementary Education at the University of Alberta. As a Cree/Métis scholar and Kokom (Cree grandmother), she has a particular passion for stories and storytelling including a love of children’s literature, especially literature written by and portraying the multiplicities in the lives of Indigenous youth and families. Her current favorite book is Just a Walk by Jordon Wheeler because it makes her laugh and think of the many adventures she went on when walking in the woods behind her house! __________________________________________________________Dear Readers,My name is Jill McClay, and I am a reader. Throughout my life, I have held a number of jobs and lived in three countries, but one constant in my life is that I have been a reader for as far back as my memory goes. I am delighted to co-introduce this special issue of the Deakin Review because this issue reminds me of the great variety of readers of all ages. In reading these young readers’ reviews of their favourite stories, I make many connections –they love some of my favourite books, and they like or dislike stories for the same reasons as I do.These young people love some of the stories that I love—the Harry Potter series, anything that John Green writes, Lumberjanes -- and some others I don’t know but now want to read. They read a wide range of literature, from fantasy, science fiction, nonfiction, romance, realistic fiction, manga other graphic stories, mysteries, stories with movie tie-ins, and more. When they explain why they like reading, I nod in agreement at many of their comments: Jerlaine sums up my thoughts best when she writes that she likes to read “because it makes you feel like you’re with different people and different times.” I too like the feeling Aiden expresses, “The author makes you kind of feel like you’re tagging along with the characters in this story.”The readers featured in this issue also dislike stories for some of the same reasons that I do – Nathaniel notes that he “didn't like the part when Obi Wan got captured because he got distracted by cookies. Jedi don't get distracted by cookies.” Fair point! I note that nonfiction draws both great approval and definite disapproval by various readers, reminding us that we all have different tastes.This issue of the Deakin Review, featuring the responses of young readers to their reading, reminds me of the importance of allowing young people to follow their interests in reading. There are stories and books for us all. As friends, teachers, parents, and librarians, we can help each other and young readers find the books that will be important to us by talking about the stories we like.Best wishes,Jill McClayDr. Jill McClay is the Associate Dean of Graduate Studies in the Faculty of Education at the University of Alberta. She likes to read most kinds of fiction, especially young adult novels, picture books, and stories of families through the generations. Her favourite place to read is in her comfy red chair. She doesn’t have a favourite book but likes to re-read some of her favourites occasionally.

ResumenEs necesario reflexionar sobre el currículo escolar, ya que permite comprender los aspectos estructurales de la enseñanza de la química. El presente estudio tuvo como objetivo analizar los contenidos impartidos en la disciplina de química en la escuela secundaria en un municipio de Mato Grosso y así verificar si cumplían con la legislación vigente y las especificidades locales. Fue una investigación documental, con un enfoque cualitativo, relacionada con los diarios de clase de esta disciplina en el año 2017, que se solicitó a los coordinadores pedagógicos y secretarios de las 8 con Escuela Secundaria estatales en Confresa/MT. El análisis de los documentos consideró las siguientes categorías: contextualización, interdisciplinariedad, historia de la ciencia y contenido con características innovadoras. Por lo tanto, se verificó en qué unidades escolares se cumplieron completamente las Directrices Curriculares de Mato Grosso, en las que hubo adiciones de contenido y si eran relevantes para la comunidad local. Aunque es el mismo contexto, se observó que el plan de estudios mostraba diferencias, con especificidades socioculturales, es decir, eran diferentes entre las unidades, incluso en cantidad y profundidad. Se cree que las concepciones pedagógicas de los docentes llevaron a la elaboración de diferentes planes, con enfoques más tradicionales y otros más innovadores.Palabras clave: Plan de estudios de química, Escuela Secundaria, pautas curriculares. Analysis of the contents of Chemistry taught in High School of State Schools in the Municipality of Confresa/MT AbstractReflection on the school curriculum is necessary, as it allows understanding structural aspects of chemistry teaching. The present study aimed to analyze the contents taught in the discipline of chemistry in high school in a municipality in Mato Grosso and thus verify whether they met the current legislation and local specificities. It was a documentary research, with a qualitative approach, related to the class diaries of this discipline in the year 2017, which were requested to the pedagogical coordinators and secretaries of all 8 state schools with High School in Confresa/MT. The analysis of the documents considered the following categories: contextualization, interdisciplinarity, history of science and content with innovative characteristics. Thus, it was verified in which school units the Mato Grosso Curricular Guidelines were fully met, in which there was an increase in content and if they were relevant to the local community. Although it is the same context, it was noticed that the curriculum showed differences, with socio-cultural specificities, that is, they were different between the units, including in quantity and depth. It is believed that the pedagogical conceptions of teachers led to the elaboration of different plans, with more traditional and other more innovative approaches.Keywords: Chemistry Curriculum, High School, Curricular Guidelines. Análise dos conteúdos de Química ministrados no Ensino Médio das Escolas Estaduais do Município de Confresa/MT ResumoA reflexão sobre o currículo escolar é necessária, pois permite compreender aspectos estruturais do ensino de química. O presente estudo teve como objetivo analisar os conteúdos ministrados na disciplina de química no Ensino Médio de um município mato-grossense e assim verificar se atenderam a legislação vigente e as especificidades locais. Tratou-se de uma pesquisa documental, com abordagem qualitativa, relativa aos diários de classe desta disciplina do ano de 2017, que foram solicitados aos coordenadores pedagógicos e secretários de todas as 8 escolas estaduais com Ensino Médio de Confresa/MT. A análise dos documentos considerou as seguintes categorias: contextualização, interdisciplinaridade, história da ciência e conteúdos com características inovadoras. Assim, foi verificado em quais unidades escolares as Orientações Curriculares de Mato Grosso foram plenamente atendidas, em quais houve acréscimos de conteúdos e se eles tinham relevância para a comunidade local. Embora seja um mesmo contexto, percebeu-se que o currículo apresentou diferenças, com especificidades socioculturais, ou seja, foram diferentes entre as unidades, inclusive na quantidade e profundidade. Acredita-se que as concepções pedagógicas dos professores levaram a elaboração de planejamentos diferentes, com abordagens mais tradicionais e outras mais inovadoras. Palavras-chave: Currículo de química, Ensino Médio, Orientações Curriculares.

Resumen Los espacios sociales y geográficos del ser humano son, preferentemente, donde se producen y reproducen los bienes culturales; así­, las familias tsotsiles viven en profunda coexistencia con la historia no sólo configurando la unidad social en la comunidad, siendo las encargadas de promover en dicho contexto la continuidad de los conocimientos ancestrales; estas familias se convierten en una pequeña institución social que es el sinónimo de la casa grande, amplia y protectora, esta realidad desde el interior de la comunidad se contrasta con el centro escolar, resultante que desde el ingreso del niño a la escuela significa la inserción a un nuevo proceso de socialización implicando el aprendizaje de nuevas habilidades. Por lo que, el cometido de este artí­culo, es situarnos en el interior de la comunidad indí­gena tsotsil y desde ahí­ analizar qué está sucediendo con la educación informal. Palabras Clave: Familia, institución social, centro escolar, proceso de aprendizaje, conocimientos culturales. Abstract The social and geographical spaces of the human being are preferably where they take place produced and reproduce the culture, the families tsotsiles live in deep coexistence with the history not only forming the social unit in the community, they being the managers of promoting in the above mentioned context the continuity of the ancient knowledge; these families turn into a small social institution that is the synonymous of the big, wide and protective house, this reality from the interior of the community by the school, resultant center that from the revenue of the child to the school means the insertion to a new process of socialization implying the learning of new skills. For that reason, the assignment of this present article is set down inside of tsotsil community and from there analyzing that it is happening with the informal education. Keywords: Family, social institution, school, learning process, cultural knowledge.

Abstract Background The population in the Netherlands and in the municipality of Oss is getting older in good health and wellbeing, living more independently and self-reliant with changing needs of support (Hilderink, 2018). However, offered support by health care and wellbeing professionals has not changed. Since it is unknown whether offered support matches the changed needs, the municipality of Oss wanted to know what elderly perceive supporting them in self-reliant life so they could be empowered by more effective supported and more efficient use of staff and finances. Results might have implications for more municipalities with an aging population. Methods 41 Elderly (age 65-92 y) in Oss were invited to enjoy a meal prepared by their grandchildren at their school and attend a Structured Interview Matrix-session (O’Sullivan et al., 2013) at the same time to map their perceived needs for an self-reliant life. Collected voice recorded data were transcribed and analyzed using thematic analysis (Braun & Clarke, 2006). Results Results show that elderly prefer living independently, self-reliant and being self-supporting as long as possible first in physical mobility (walking, biking, driving a car), second in socially with respectively their children, friends and neighbors and third in financially independency. When inevitably getting dependent, they prefer help from children, friends and neighbors for practical daily living activities (e.g. cleaning, gardening, groceries). However, concerning medical care they prefer health and wellbeing professionals with general practitioner and municipality as gateway. Conclusions Elderly want to be self-reliant as long as possible, living in their own house and neighborhood. When getting dependent, they prefer friends and neighbors for assistance in daily living and support from health and wellbeing professionals only for medical assistance with a key role for the municipality and general practitioner. Key messages Elderly prefer living a self-reliant life as long as possible in their own house and neighborhood. Municipal health services are perceived to play a key role in supplying adequate support from Health and wellbeing professionals.

El objetivo principal de este artículo es analizar la estructura de las situaciones problemáticas que dan sentido a los conceptos de proporción simple, clase uno para muchos, desarrollada por docentes desde el comienzo de la escuela primaria, durante un proceso formativo. Para alcanzar este objetivo, nos apoyamos en la Teoría de Campos Conceptuales y la Formulación de Problemas. En este estudio participaron cuatro docentes que trabajaron en el segundo ciclo de escuela primaria y participaron de un proceso formativo en el ámbito del Programa Observatorio de la Educación. Los instrumentos utilizados para la recolección de datos fueron: elaboración inicial y final de situaciones problemáticas y audios de las reuniones formativas. Para el análisis se utilizaron categorías y subcategorías que surgieron de los marcos teóricos y los datos. Los resultados indican que, al inicio del proceso formativo, más de la mitad de las situaciones presentaban falta de información y el resto, aunque suficientes, contenían errores de puntuación, ortografía y regencia verbal. Al final del proceso formativo, se observó una reducción de situaciones con ausencia de información, especialmente en aquellas que no especificaron la división, lo que puede estar relacionado con las discusiones brindadas en la capacitación sobre la necesidad de observar la estructura del enunciado de una situación. problema, buscando presentar información clara que facilite la comprensión durante la resolución.Palabras clave: Proporción simple. Elaboración de situaciones problemáticas. Educación primaria. Formación de profesores.ANALYSIS OF THE STRUCTURE OF PROBLEM SITUATIONS ELABORATED BY TEACHERS IN A FORMATIVE PROCESSAbstractThis article has as main objective to analyze the structure of the problem situations that give meaning to the concepts of simple proportion, class one for many, elaborated by teachers of the early years of elementary school, during a formative process. To reach this goal, we contribute in Conceptual Field Theory and Problem Formulation. Four teachers who worked in the second cycle of basic education took part in this study and participated in a training process within the scope of the Education Observatory Program. The instruments used for data collection were: initial and final elaboration of problem situations and audios of the formative meetings. For the analysis, categories and subcategories that emerged from the theoretical frameworks and data were used. The results indicate that, at the beginning of the training process, more than half of the situations presented lack of information and the rest, although sufficient, contained errors in punctuation, spelling and verbal regency. At the end of the training process, there was a reduction in situations with an absence of information, especially in those that did not specify the division, which may be related to the discussions provided in the training on the need to observe the structure of the statement of a problem situation, seeking to present clear information that facilitates understanding during resolution.Key words: Simple proportion. Elaboration of problem situations. Elementary School. Teacher training.ANÁLISE DA ESTRUTURA DE SITUAÇÕES-PROBLEMA ELABORADAS POR PROFESSORES EM UM PROCESSO FORMATIVOResumoEste artigo tem como objetivo principal analisar a estrutura das situações-problema que dão sentido aos conceitos de proporção simples, classe um para muitos, elaboradas por professores dos anos inicias do ensino fundamental, durante um processo formativo. Para alcançar esse objetivo, aportamo-nos na Teoria dos Campos Conceituais e na Formulação de Problemas. Fizeram parte deste estudo quatro professores que atuavam no segundo ciclo do ensino fundamental e participaram de um processo formativo no âmbito do Programa Observatório da Educação. Os instrumentos utilizados para a coleta de dados foram: inicial e final de elaboração de situações-problema e áudios dos encontros formativos. Para a análise, foram utilizadas categorias e subcategorias que emergiram dos referenciais teóricos e dos dados. Os resultados indicam que, no início do processo formativo, mais da metade das situações apresentavam ausência de informações e, as demais, embora sendo suficientes, continham erros de pontuação, ortografia e regência verbal. No fim do processo formativo, houve uma redução das situações com ausência de informações, em especial, naquelas que não especificavam a divisão, o que pode ter relação com as discussões oportunizadas na formação sobre a necessidade se observar a estrutura do enunciado de uma situação-problema, buscando apresentar informações claras que facilitem a compreensão durante a resolução.Palavras-chave: Proporção simples. Elaboração de situações-problema. Ensino fundamental. Formação de professores.

Zammit, Marisa, and Erica Dornbusch. A Friend In Hope: a Story About Hope's Journey with a Brain Tumour. Brain Tumor Foundation of Canada, 2008.Zammit, Marisa, Erica Dornbusch, and Carole Baillargeon. Mon amie Claire: L'histoire de Claire et de sa tumeur cérébrale. Foundation canadienne des tumeurs cérébrales, 2009.Zammit, Marisa, Erica Dornbusch, and Rocco Speranza. La mia amica Speranza : Speranza e il suo tumore cerebrale. Fondazione canadese del tumore cerebrale, 2008.In an interview with Daytime television, available on YouTube, author Marisa Zammit explains how the Brain Tumour Foundation of Canada contacted her as an established freelance copy writer to come up with a positive story of hope for and about children with brain tumours. According to Susan Marshall, executive director of the Foundation, no other storybook existed for elementary school aged children in Canada before 2008, when the book was published. It is the personal connection, having a child diagnosed with a brain tumour at the age of 4,that motivated Sharon to commission the publication of A Friend in Hope. Marisa had worked previously with illustrator Erica Dornbusch, who had published other storybooks (e.g. Finding Kate's shoes , Mrs. Goodstory) in the past. Marisa is now a school teacher librarian at Holy Cross Catholic Secondary School in Strathroy, Ontario and she has read the book to her students.A Friend in Hope has definitely accomplished its main objective of giving children, parents, and friends a positive and hopeful outlook on the brain tumour journey. Amy Mathias, the Online Community Engagement Coordinator of the Foundation, indicated that 15,000 copies of the book had been distributed in time for the organization’s 30th Anniversary in 2012. It is thanks to the Ronald McDonald House Charities that printing and distribution of the book were possible. The book addresses a very real need not only in alleviating young patients’ fears, but also in explaining brain tumours and their medical implications to children’s teachers and classmates. In turn, adults diagnosed with brain tumours may also use the storybook to approach the subject with their children.As for the translated versions of the book, Pia di Bacco helped translate from English into French by enlisting the support of youth and staff at her school in Montreal. Similarly, her godson Rocco Speranza commissioned grades 4, 5, and 6 youth and staff at the École East Hill School’s Italian program to translate the storybook from English and French into Italian. The motivation in both translation cases was a result of a family member or a student being diagnosed with a brain tumour and the belief in educating youth about brain tumours. Schools across the English Montreal School Board and beyond in Italy, Australia, Argentina, and the USA have also benefited from the storybook.The story is written from the perspective of a young brain tumour patient’s best friend, Danny, Daniel, or Daniele in English, French, and Italian respectively. Danny is trying to understand and, most of all, support his “best buddy,” Hope, who begins her brain tumour journey. As the author Marisa Zammit expressed in the Daytime interview, Hope, or in Italian Speranza, received that name because “it is hope [speranza] that buoys the character through the hardships of the story.” In French, the character’s name is Claire, whose Latin origin “clarus” means “clear, bright, celebrated” and by extension the word “clear”. The French name too, therefore, is representative of her personality and journey.Part of the story involves references to some of the medical treatments that Hope undergoes: MRI, pharmaceutical drugs, radiation therapy, a special helmet and mouthguard, a hospital’s child life centre, and the effects of various treatments on Hope. In every instance, the story uses the narrator’s voice and point of view to express Hope’s various experiences, Danny’s reactions to them, and his own fears. It is a child’s imagination which makes this topic bearable and allows the illustrations to become particularly powerful, when, for example, Danny sees Hope take some medication, which she says will help her “feel well enough to play with [him].” The illustration, in this case, represents a mountain scape and the children’s game of climbing pillows and cushions as if they were mountain climbers, because as Hope says the medication she takes is the “same medicine mountain climbers use,” (ie. dexamethasone). Another exceptional illustration is the one representing an oceanic world with an octopus and fish, which is how Hope faces the MRI machine and transforms it into a submarine. The illustrations are identical across the translations and the English source text, except for one image representing a hockey player in what appears to be Toronto Maple Leafs colours; however, in the French and Italian translations, which originated in Montreal, the team colours were changed to those of the Montreal Canadiens. Habs fans will no doubt appreciate the sensitivity of the illustrator.All in all the story is very well written and the language is suitable for children from grades 2 to 4; however the concepts that are addressed also make this book relevant to higher grade levels. That said, some grammatical inaccuracies exist within the French translation. Public and school libraries would benefit from access to this book, as would hospital library patrons and those who use Faculty of Education libraries. The health education elements of the story are presented in a very appropriate yet realistic manner for the target audience, who will appreciate having access to such a unique resource.Highly Recommended: 4 out of 4 stars Reviewer: Denis LacroixDenis Lacroix has worked at the University of Alberta Libraries since 2003. He is the romance languages and classics librarian and enjoys reading in French, Spanish, and Italian.