The school quality: Discussing principles towards building a socially quality referenced

Falar em qualidade nem sempre nos remete ao mesmo conceito ou objetivo de nossos interlocutores já que este termo é passível de diversas compreensões, as quais dependem das concepções e contextos teóricos e políticos aos quais se vinculam. Este artigo problematiza tanto o próprio conceito de qualidade, que não é único ou neutro, quanto a necessidade de abarcarmos os fatores internos e externos à escola se vislumbramos a construção da qualidade social. Dialogando com o conceito de educabilidade e com discussões atuais, em especial as voltadas à avaliação educacional, evidenciamos a necessidade de condições propícias ao trabalho escolar, assim como de que as escolas assumam efetivamente seu papel para a garantia da qualidade socialTalking about school quality not always refers to the same concept or purpose as our interlocutors since this term is liable of different understandings, which rely on conceptions, and the theoretical and political contexts to which they are attached. This article discusses both the concept of school quality, which is not unique or neutral, as the necessity of encompassing internal and external factors to the school if the construction of social quality is pursued. Using the educability concept and current discussions, especially those on educational evaluation, we highlight the need for proper conditions at the school work, such as for schools effectively assuming their role to assure social qualit

Caregivers in distress: Using interRAI assessments to target and evaluate community based interventions

Background: Informal caregivers have a fundamental role in our society with the provision of unpaid care for family members or friends that may otherwise be unable to live in their homes. However, caregivers may jeopardize their own physical and mental health leaving them unable to continue caring for older persons with complex health needs. Objectives: Data from interRAI instruments and other sources were used to: a) develop and evaluate a caregiver survey; b) develop a screener to identify caregivers at risk of adverse outcomes; c) examine caregiver and care recipient predictors of long term care home admission and d) evaluate a respite intervention for distressed caregivers. The model of caregiver distress proposed by Pearlin et al. (1990) was used as a conceptual framework for this research study. Methods: interRAI assessments serve as either the main or the secondary dataset used for analysis. In chapter three, the psychometric properties of the caregiver survey were examined using factor and frequency analysis and a reliability test. Information on the caregiver survey was used to develop and evaluate a caregiver screener using frequency analysis and logistic regression models in chapter four. In the next chapter, survival models and generalized estimating equations were used to identify caregiver and care recipient items in the RAI-Home Care (RAI-HC) as predictors of long term care home admission. The evaluation of a respite service examined changes in the caregiver distress index and items from the caregiver survey using paired t tests. Changes in the caregiver items of interRAI assessments of care recipient from the respite program and a similar cohort were compared using logistic regression models. Rates of long term care home admission and length of time before admission were compared using survival models. Results: Three domains were identified in the caregiver survey: 1) psychosocial resources and well-being; 2) physical; and 3) mental health. This study also showed a significant association between care recipient depression and caregiver feelings of loneliness and poor self-esteem. The caregiver distress index developed as part of this research identifies low, moderate and high risk levels for adverse outcomes. Compared with the low risk group, caregivers in the high risk group were more likely to visit the doctor or nurse practitioner, self-report poor health, and report that the care recipient would be better off elsewhere. The RAI-HC predictors of long term care home admission were: care recipient MAPLe score, age, caregiver distress, caregiving dyad relationship, and living arrangements. There was an interaction between caregiver and care recipient coresidence and caregiving dyad relationship. A care recipient cared by a coresiding child caregiver was less likely to be admitted to a long term care home than a care recipient cared by a coresiding nonchild caregiver. In the respite program evaluation, an overall improvement in the frequency of mood items and positive symptoms were observed for all caregivers participating in the program. Caregivers in the moderate risk group experienced an increase in pain frequency and inability to go where they wanted in the spur of the moment. While the odds for improving caregiver distress was not affected by caregiver participation in the respite program, the odds of improvement in the caregiver ability to continue was notably higher for caregivers in the respite program. The length of time before institutionalization was greater for care recipients with MAPLe 5 in the respite program than for care recipients with MAPLe 5 receiving home care services from a local agency. Conclusions: This dissertation highlights the complexity involved in caregiving experiences and the need for valid and reliable assessments for understanding caregiver issues and their needs. The caregiver distress index can be used to identify caregivers at risk of adverse outcomes that would benefit from respite and further assessments. Analysis including interRAI assessments for the care recipient and caregivers identified the positive impact of a respite program on caregiver quality of life and also for delaying institutionalization emphasizing the value of these assessments for the development, evaluation and allocation of resources for caregiver interventions

O pastor vitorioso: notas sobre os fragmentos de Alexandre de Sófocles

This paper aims to comment on the fragments of Sophocles’ play Alexandros, of unknown date, which narrates Paris’ victory in the athletic games, defeating his brothers Deiphobus and Hector, when they still did not know his true identity. Through his victory, Paris returns to his family, which triggers the events that will culminate in the destruction of Troy. As the play has only short and precarious fragments, this analysis firstly systematizes other sources (literary and iconographic) of the myth of the Trojan prince’s exposure and return in order to trace images and themes that may or may not have been configured in the tragedy; then, it dedicates to the study of the surviving verses, placing them in comparison with other works, especially Euripides’ Alexandros, whose plot has certain similarities to Sophocles’.Este artigo visa tecer comentários acerca dos fragmentos da peça Alexandre de Sófocles, de datação desconhecida, que teria narrado a vitória de Páris nos jogos atléticos, desbancando seus irmãos Deífobo e Heitor, quando estes ainda não conheciam sua verdadeira identidade. Por meio da vitória, Páris retorna à sua família, o que desencadeia os eventos que culminarão na destruição de Troia. Por ser uma peça com fragmentos curtos e precários, esta análise em um primeiro momento sistematiza outras fontes (literárias e iconográficas) do mito da exposição e retorno do príncipe troiano a fim de traçar imagens e temas que podem ou não ter configurado na tragédia; em seguida, dedica-se propriamente ao estudo dos versos sobreviventes, colocando-os em comparação a outras obras, em especial a Alexandre de Eurípides, cujo enredo teria possuído certas similaridades com o de Sófocles

Institutional evaluation in the public schools on the elementary degree of education in Campinas

Orientador: Luiz Carlos de FreitasTese (doutorado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: Essa pesquisa tem como objetivo analisar como a Avaliação Institucional Participativa (AIP) pode contribuir para a qualidade social das escolas públicas de ensino fundamental de Campinas, partindo da hipótese de que: é possível a escola pública de ensino fundamental desenvolver e implementar processos próprios de avaliação institucional participativa que levem à reflexão e ação sobre a educação oferecida à população que a freqüenta e melhorar a qualidade social da educação escolar? A pesquisa teve a sua origem no Projeto Geres - Geração escolar 2005 - porém como iniciativa do Pólo Campinas, coordenada pelo Laboratório de Observação e Estudos Descritivos (LOED) da Faculdade de Educação da UNICAMP. O LOED se propôs oferecer às escolas que aderissem ao Projeto AIP suporte técnico e metodológico por meio da figura do apoiador e/ou pesquisador em ação direta junto às escolas, porém não conduzindo os trabalhos, mas oferecendo orientação para que as escolas por intermédio da Comissão Própria de Avaliação implementassem processos próprios de avaliação e de auto-avaliação. A pesquisa, a princípio, foi conduzida em três escolas municipais de ensino fundamental de Campinas. Porém, com a desistência de uma delas, o trabalho foi desenvolvido em todas as etapas do processo apenas com duas. Outras fontes de dados foram pesquisadas, envolvendo, principalmente, uma escola privada e outra estadual, cujo objetivo foi entender porque desistiram de participar do projeto, pois esse levantamento de dados pode ajudar na compreensão do fenômeno estudado. Para a coleta de dados foram utilizadas a observação participativa, questionários e entrevistas. Os dados coletados foram registrados no diário de campo do pesquisador. A utilização do método analítico-descritivo proporcionou uma visão da totalidade do trabalho, mostrando os caminhos percorridos, desafios e resultados. Como referencial teórico trazemos para discussão a realidade da educação brasileira, um olhar sobre a avaliação institucional no Brasil e os pressupostos da avaliação institucional participativa, conceitos fundamentais para que a avaliação institucional seja uma opção que ajude a transformar o cotidiano escolar. Quanto às possibilidades e limites da avaliação institucional participativa em escolas públicas de ensino fundamental, a constatação é de que existem alguns fatores decisivos para sua implementação. Destacamos o papel da direção da escola, do poder público, provendo condições objetivas de participação efetiva do professor e de toda a comunidade escolar que podem influenciar principalmente a continuidade de processos de avaliação e auto-avaliação. A relação bilateral entre escola e poder público talvez seja o caminho para que a avaliação institucional participativa seja uma realidade nas escolas públias de ensino fundamental. O modelo de AIP proposto pelo LOED pretende ser um elemento potencializador da participação coletiva e da qualidade social das escolas públicas de ensino fundamental. Essa pesquisa não se completa em si mesma, pois representa um estágio da avaliação institucional participativa nas escolas públicas de ensino fundamental, dado o momento histórico pelo qual passa a educação brasileira. O debate deve continuar e outras pesquisas empreendidas na área na busca da compreensão do campo e da crítica da AIP em escolas públicas de ensino fundamental.Abstract: This research has the objective of analyze how the participate institutional evaluation can contribute for the social quality of public schools of the elementary degree of education in Campinas, starting from the hypothesis that: is it possible for the public school o elementary degree of education to develop and to implement its own processes of participative institutional education that lead to reflection and action on the education offered to the population that participates in it and to improve the social quality of school education? The research has its origin in the Geres Project - School generation 2005 - however as an initiative of the Campinas Pole, coordinated by the Laboratory of Observation and Descriptive Studies (LOED) of the Education College of UNICAMP. The LOED proposed to offer the schools that would join the technical and methodological support of the PIE Project through the image of the supporter and/or researcher in direct actions with the schools, whereas not conducting the jobs, but offering guidance so that the schools could implement its own processes of evaluation and self-evaluation by using their Autonomous Evaluation Committee. The research at the beginning was conducted in three city schools of elementary degree of education in Campinas. However, with the abandonment of one of them, the work was developed in all of the project's steps in just two of them. Other sources of data were researched, involving, mainly, one private school and another state one, which objective was to understand why they abandoned the project, because this collection of data enabled the comprehension of the studied phenomenon. For the data collection, were used the participative observation, questionnaires and interviews. The collected data were registered in the researcher's field diary. The utilization of the analytic-descriptive method provided a preview of totality of the research, showing the paths that had already been crossed, the challenges and results. As a theoretical reference we bring to discussion the Brazilian education reality, one look over the institutional evaluation in Brazil and the assumptions of the participative institutional evaluation, fundamental concepts so that the institutional evaluation becomes an option that helps to transform the school's routine. Regarding the possibilities and limits of the participative institutional evaluation in public schools of elementary degree, the facts are that there are some decisive factors to its implementation. We outline the job of the school's management, of the public power, promoting objective conditions of effective participation of the teacher and all of the school community that can mainly influence the continuance of processes of evaluation and self-evaluation. The bilateral relation between school and public power might be the way to the participative institutional evaluation becomes a reality in the public schools of elementary degree. The model of the PIE proposed by the LOED intends to be one potential element of collective participation and of social quality of the public schools of elementary education. This research does not complete in itself, once it represents one stage in the participative institutional evaluation in public schools of elementary degree, given the historical moment in which the Brazilian education is experiencing. The debate must continue and other researches must be endeavored in the area in the quest for comprehension of the field and of the critic of the PIE in public schools of the elementary degree.DoutoradoEnsino e Práticas CulturaisDoutor em Educaçã

SCIENCE LITERACY: THE POINT OF VIEW OF STUDENT INTO UNDERSTANDING THE INTERNAL ANATOMY OF SELECTED VERTEBRATES

How do people develop understandings of what is inside certain vertebrates including themselves? This study based on a quantitative investigation looks at students understandings of internal structures of a rat, a fish, a bird and themselves. A cross-sectional approach was used involving a total of 696 students in southern Brazil from seven different age groups (ranging from four years old to first year Biology undergraduates). Students were asked to draw what they thought were inside the specimens above. Data analysis was carried out following a scoring protocol and entered into SPSS. Gender differences were not statistically significant, whoever, it shows the extent to which student understanding increases with age and the degree to which students know more about some organs and organ systems than others. Educational implications and aspects of science literacy are discussed

Neurociências, altas habilidades e implicações no currículo

The present article briefly reviews a group of disciplines belonging to neuroscience and discusses potential educational implications for children and adolescents labeled as gifted. A short structural and functional introduction highlights the main points of the human nervous system which works as a background to bridge the gap between neuroscience, “giftedness” and creativity. Some basic evolutionary and biological characteristics findings are speculated to be in the origin of neural circuits underlying innate capacities related to learning and memory. It is discussed how information is codified in brain regions and the possible ways gifted students make cognitive links and analogies particularly on mathematical reasoning. Developmental stages and neural plasticity are analyzed and which is the role played by genetics connected to environmental experiences which may be on the gist of “giftedness”. Identification methods are listed to evaluate presumed gifted children and adolescents. A chart compares characteristics peculiar to prodigies and savant children. A list of suggested questions are presented for further research which may bring insights how the brain process information having in mind educational implications with examples for biology teaching.http://dx.doi.org/10.5902/1984686X14284O presente estudo inicialmente define e descreve as sub-disciplinas que compõem as neurociências com potenciais aplicações educacionais para crianças e adultos  identificados com altas habilidades. Objetiva-se com uma breve introdução morfofuncional ao sistema nervoso que serve de pano de fundo para auxiliar o entendimento da ponte teórico-experimental da relação de neurociências e altas habilidades. São salientados aspectos da base evolucionista e biológica, que conjectura-se possam estar estruturados nos circuitos neuronais, subjacentes aos padrões de realce da sensibilidade auditiva e eficiência da memória. Discute-se como se dá a codificação da informação, formas de detectar associações e analogias, exemplificando-se regiões cerebrais envolvidas no pensamento matemático. São analisadas modificações estruturais e a dinâmica da plasticidade sináptica subjacentes à “talentosidade” e como a base genética interage com as experiências do ambiente. São também discutidos métodos usuais na identificação de crianças e adolescentes com indicação de superdotação. Avaliam-se comparativamente características de crianças “prodígios” e “savants”. São listadas perguntas motivadoras e instigantes para o aprofundamento de pesquisas em neurociências que possam consolidar o conhecimento de como áreas do cérebro processam a informação  de modo vantajoso no raciocínio e aprendizagem, com implicações para educadores. Conclui-se com sugestões de métodos alternativos de ensino, enfatizando-se exemplos de aplicações práticas na área de ciências biológicas

Why Are We Not Evaluating Multiple CompetingHypotheses in Ecology and Evolution?

The use of multiple working hypotheses to gain strong inference is widely promoted as a means to enhance the effectiveness of scientific investigation. Only 21 of 100 randomly selected studies from the ecological and evolutionary literature tested more than one hypothesis and only eight tested more than two hypotheses. The surprising rarity of application of multiple working hypotheses suggests that this gap between theory and practice might reflect some fundamental issues. Here, we identify several intellectual and practical barriers that discourage us from using multiple hypotheses in our scientific investigation. While scientists have developed a number of ways to avoid biases, such as the use of double-blind controls, we suspect that few scientists are fully aware of the potential influence of cognitive bias on their decisions and they have not yet adopted many techniques available to overcome intellectual and practical barriers in order to improve scientific investigation

Determinação de Algumas Propriedades Térmicas de Cerâmicas Avançadas Dopadas Com o Íon Terra Rara Ce4+

Estudamos algumas propriedades térmicas de cerâmicas com estrutura de dupla perovskita do tipo A_2 BB'O_6, relacionando essa propriedades com suas características microestruturais. Os resultados obtidos definem parâmetros importantes sobre a durabilidade em altas temperaturas, resistência à fluência e maior compreensão do transporte de calor em meios porosos. As amostras, 〖Ca〗_2 MnReO_6 e 〖Ca〗_1,8 〖Ce〗_0,2 MnReO_6, preparadas através da técnica de reação no estado sólido, foram estudadas aqui. Descrevem-se os utilizados pelo grupo de pesquisa para sintetizar a estrutura cristalina, que foram comprovadas pelas análises de padrões de raios X. Imagens de MEV possibilitaram avaliar o tamanho médio de junções entre grãos . Para avaliar esse tamanho médio das partículas realizou-se um levantamento estatístico do tamanho das junções entre grão. Tomando os histogramas produzidos, ajustou-se uma curva estatística de uma densidade de distribuição gama. Informações sobre as concentrações atômicas nas regiões de interior e contorno do grão foram obtidas através das análises dos espectros de EDS - Energy Dispersive Spectrometry. Observamos que a amostra não dopada apresentou maior tamanho médio de junções e uma maior concentração do átomos de rênio no contorno de grão diferentemente da amostra dopada na qual não foram observadas grandes mudanças de concentrações nas regiões estudadas. Usamos o método Flash Laser para realizar um estudo da difusividade térmica. Esse método tem como vantagem a determinação simultânea de importantes parâmetros termodinâmicos em um intervalo de tempo muito curto. Um baixo valor de difusividade térmica foi observado para amostra não dopada, ao contrário da amostra dopada com cério que apresentou valores 5 vezes maior. Essa diferença foi associada a alta porosidade observada na amostra 〖Ca〗_2 MnReO_6. Palavras chave: cerâmica, perovskitas duplas, método Flash Laser, propriedades térmicas, terras raras, cério

Uma escola em Betel : relações, praticas, alunos, familias e professoras - 1997 a 2000

Orientador: Jose Luis SanfeliceDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: O objeto desta dissertação é o estudo da história de uma escola de Ensino Fundamental (1ª à 4ª série), nos anos de 1997 a 2000, no bairro de Betel (Paulínia-SP). Visa registrar o trabalho desenvolvido por suas professoras em função da educação voltada às classes populares. As professoras consideraram e estudaram os alunos da escola em dois aspectos: a classe social à qual pertenciam, através da aproximação com suas famílias, e a análise de cada criança em suas particularidades. Analisaram e estudaram regularmente as práticas escolares em seus resultados, frente aos objetivos definidos no projeto político pedagógico da escola. As condições objetivas e as subjetivas, criadas pelas professoras, são aqui analisadas, procurando-se dar visibilidade às características das crianças e suas famílias, e mostrar como, hoje, as professoras vêm os resultados obtidos com seus alunos. O estudo faz, também, o entrelaçamento entre a análise da sociedade no seu aspecto global e como esta reflete na conjuntura local, além da relação dialética do trabalho das professoras com a cultura escolar, a resistência e o não-consentimento frente à política educacional. Em Betel, a educação de cada criança foi possível por terem sido consideradas em sua humanidade, como pessoa particular e como pertencente a uma classesocialAbstract: The aim of this work is the study of the history of a primary school (1st to 4th grade), between the years 1997 and 2000 in the district of Betel. It aims to report the work developed by its teachers in terms of the education aimed at the underpriviledged classes. The teachers were concerned with and studied the students in two aspects: the social class they belonged to, through the contact with their families, and the analysis of each child in their particularities. The school practices were studied and analysed in their results vis-à-vis the objectives outlined in the school political-pedagogic project. Objective and subjective conditions produced by the teachers are analysed, while an attempt is made to focus on the characteristics of the children and their families, showing how, today, the teachers see the results obtained with their students. The study also intertwines the analysis of society in its global aspect and how it reflects on the local setting, in addition to the dialectic relationship among the work of the teachers, the school¿s culture, the resistance and unacceptance of the official educational policy. In Betel, the education of each child was possible since they were considered in their humanity, as a particular person and belonging to a social classMestradoHistoria, Filosofia e EducaçãoMestre em Educaçã

Rare Presentation of Rosai-Dorfman Disease in Soft Tissue: Diagnostic Findings and Surgical Treatment.

Introduction and Importance. Rosai-Dorfman disease (RDD) is a rare, benign type II histiocytosis characterized by the infiltration of S100+ histiocytes and emperipolesis. The disease may present in the lymph nodes (nodal RDD), in extranodal sites, or in both nodal and extranodal sites. Among those patients who present exclusively in extranodal sites, only a minority of cases present in the soft tissue. Case Presentation. An 18-year-old female presented to orthopedic oncology clinic with a chief complaint of a mass located in her lower back. The patient underwent excision of the lumbosacral mass. Pathologic review demonstrated emperipolesis of lymphocytes and plasma cells within enlarged, eosinophilic histiocytes in a background of lymphoplasmacytic infiltration and collagenous stroma. Immunohistochemical staining demonstrated S100+ and CD163+ histiocytes, consistent with diagnosis of soft tissue RDD. Clinical Discussion. Histologically, RDD is generally characterized by emperipolesis-the presence of intact lymphocytes within the histiocyte cytoplasm-and a mixed infiltrate of S100+ histiocytes, mononuclear cells, plasma cells, and lymphocytes. Although soft tissue RDD may histologically resemble nodal RDD, soft tissue RDD also demonstrates some notable histologic differences including the lack of nodal architecture, the presence of increased fibrosis and collagen deposition, and generally fewer RDD cells. Conclusion. This case presentation demonstrates one few reports of isolated soft tissue RDD within the lumbosacral region without associated lymphadenopathy or skin changes and highlights the heterogeneity that still exists in the treatment paradigm of extranodal RDD