El Foro Global de Bioética en Investigación (GFBR por sus siglas en inglés) se reunió el 3 y 4 de noviembre en Buenos Aires, Argentina, con el objetivo de discutir la ética de la investigación con mujeres embarazadas. El GFBR es una plataforma mundial que congrega a actores clave con el objetivo de promover la investigación realizada de manera ética, fortalecer la ética de la investigación en salud, particularmente en países de ingresos bajos y medios, y promover colaboración entre países (...) del norte y del sur.a Los participantes en el GFBR provenientes de Latinoamérica incluyeron a eticistas, investigadores, miembros de comités de ética y representantes de autoridades sanitarias provenientes de Argentina, Brasil, Chile, Colombia, Ecuador, El Salvador, Guatemala, Honduras, Panamá, Perú, Nicaragua y la República Dominicana. Una legítima preocupación por la protección de las mujeres embarazadas y sus embriones o fetos ha llevado a la mayoría de los países de la Región de las Américas a limitar la realización de estudios con mujeres embarazadas exclusivamente a aquellos estudios específicos sobre el embarazo, y a requerir la exclusión sistemática de las mujeres embarazadas o de las mujeres que quedan embarazadas en el curso del estudio. Ciertamente, a lo largo de la historia de la ética de la investigación, se ha creído erróneamente que proteger a una población es sinónimo de excluirla de los estudios. Se sabe ahora que proceder así implica exponer a riesgos mucho mayores a la población que se busca proteger. El embarazo implica cambios fisiológicos sustantivos e impacta profundamente la manera como el cuerpo metaboliza los medicamentos. Sin embargo, por evitar hacer investigación con mujeres embarazadas, no se ha producido la evidencia científica necesaria para tomar decisiones sobre tratamientos e intervenciones preventivas con dosis eficaces y seguras para ellas y sus embriones o fetos. A manera de ilustración, en el 2001 había en los Estados Unidos apenas más de una docena de medicamentos aprobados para uso en el embarazo (1) y en el 2011 la Food and Drug Administration (FDA) aprobó por primera vez en 15 años un medicamento para su uso en el embarazo (2). Como consecuencia de no haber producido la evidencia necesaria, se pone en riesgo la salud de las mujeres embarazadas cada vez que se les da atención médica. Las mujeres embarazadas se enferman y las mujeres enfermas se embarazan, y no se sabe si los medicamentos que se les da son eficaces o siquiera seguros para ellas y sus embriones o fetos. (shrink)

Em defesa de uma desordem pedagógica: a institucionalização da infância no cinema e no cotidiano escolar Resumo: Nos livros imagem-movimento e imagem-tempo, Deleuze analisou o cinema a partir de múltiplas variações possíveis, mas privilegia a perspectiva de um pensamento no qual a articulação de imagens e signos está ligada à expressão de significado ou de uma ideia. Nessa perspectiva, o fluxo de expressão de significados entre o encontro de nossas experiências com os filmes A Guerra dos Botões e As Pequenas (...) Flores Vermelhas, nos levou a problematizar a institucionalização da infância a partir das seguintes perguntas: O que é isso institucionalizado mundo? nós ajudamos a construir? Como se pode ser criança nessa lógica contemporânea que estrutura e institucionaliza, de maneira comercial, a rotina escolar? A hipótese que pretendemos defender é que o atual processo de institucionalização incorporado nos princípios neoliberais tende a reforçar as características narcísicas e individualistas. Diante disso, defendemos a busca de formas de resistência a esse processo que hoje chamamos de ordem pedagógica. Palavras-Chave: Neoliberalismo. Institucionalização da infância. Cinema. In defense of a pedagogical disorder: the institutionalization of childhood in cinema and school daily life: In the books image-motion and image-time, Deleuze analyzes cinema from multiple possible variations, but he privileges the perspective of a thought in which the articulation of images and signs is connected with the expression of meaning, or an idea. In this perspective, that is, in the flow of expression of meanings that the encounter of our experiences with the films The War of the Buttons and The Little Red Flowers led us to problematize the institutionalization of childhood from the following questions: What is this institutionalized world? do we help build? How can one be a child in this contemporary logic that structures and institutionalizes, in a commercial manner, the school routine? The hypothesis we intend to defend is that the current process of institutionalization embedded in neoliberal principles tends to reinforce narcissistic and individualistic characteristics. Given this, we defend the search for forms of resistance to this process that today we call pedagogical order. Keywords: Neoliberalism. Institutionalization of childhood. Cinema. En defensa de un trastorno pedagógico: la institucionalización de la infancia en el cine y la vida cotidiana escolar Resumen: En los libros imagen-movimiento e imagen-tiempo, Deleuze analiza el cine a partir de múltiples posibles variaciones, pero privilegia la perspectiva de un pensamiento en el que la articulación de imágenes y signos está conectada con la expresión de significado, o una idea. En esta perspectiva, es decir, en el flujo de expresión de significados que el encuentro de nuestras experiencias con las películas La guerra de los botones y Las pequeñas flores rojas nos llevó a problematizar la institucionalización de la infancia a partir de las siguientes preguntas: ¿Qué es este mundo institucionalizado? ¿Ayudamos a construir? ¿Cómo se puede ser un niño en esta lógica contemporánea que estructura e institucionaliza, de manera comercial, la rutina escolar? La hipótesis que pretendemos defender es que el proceso actual de institucionalización incrustado en los principios neoliberales tiende a reforzar las características narcisistas e individualistas. Ante esto, defendemos la búsqueda de formas de resistencia a este proceso que hoy llamamos trastorno pedagógico. Palabras clave: Neoliberalismo. Institucionalización de la infância. Cine. Data de registro: 11/12/2019 Data de aceite: 18/11/2020. (shrink)

In this paper, we reject commonly accepted views on fundamentality in science, either based on bottom-up construction or top-down reduction to isolate the alleged fundamental entities. We do not introduce any new scientific methodology, but rather describe the current scientific methodology and show how it entails an inherent search for foundations of science. This is achieved by phrasing metaphysical assumptions into falsifiable statements and define as fundamental those that survive empirical tests. The ones that are falsified are rejected, and the (...) corresponding philosophical concept is demolished as a prejudice. Furthermore, we show the application of this criterion in concrete examples of the search for fundamentality in quantum physics and biophysics. (shrink)

A formação de professores é um tema que deve ser mais discutido. Esse processo formativo não se dá apenas no âmbito teórico, com a discussão sobre o ensino de filosofia. Acredito que um dos processos importantes para tal formação é compreender nosso histórico como estudantes durante a trajetória acadêmica para decidirmos que tipos de professores queremos nos tornar quando nossa formação estiver institucionalmente finalizada. Tal não corresponde de fato a nossa realidade, uma vez que a formação de professores é continua. (...) Felizmente, antes de descobrir-me professora, ainda em formação, percebi que tive mestres de qualidade tanto no aspecto técnico quanto humano que contribuíram para a construção do meu repertório sobre a profissão da docência: eles indubitavelmente influenciaram na escolha das características que elegi para materializar a imagem da professora que eu me tornei. (shrink)

Eu assim, como muitos educandos, compartilho a ideia de que deve acontecer um vínculo entre professor e estudante para que o processo de ensino e aprendizado seja bemsucedido. Quando criamos um vínculo com um professor, nos afeiçoamos mais à disciplina. O Padre Amadeu foi uma exceção à minha pretensa regra juvenil: embora eu tenha sido sua aluna em única disciplina, História da Filosofia do Medievo,, foi o suficiente para estabelecer um elo que se mantém. Isso porque o Padre Amadeu é (...) aquele professor que cativa os alunos pelo seu jeito pausado e pacífico de falar associado à sua voz de radialista e as palavras de incentivo. Não sei ao certo se essas são características do perfil de professor que ele escolheu ser, ou por ser padre, ou ambos. (shrink)

A current issue in psycholinguistic research is whether the language difficulties exhibited by children with developmental language disorder [DLD, previously labeled specific language impairment ] are due to deficits in their abilities to pick up patterns in the sensory environment, an ability known as statistical learning, and the extent to which explicit learning mechanisms can be used to compensate for those deficits. Studies designed to test the compensatory role of explicit learning mechanisms in children with DLD are, however, scarce, and (...) the few conducted so far have led to inconsistent results. This work aimed to provide new insights into the role that explicit learning mechanisms might play on implicit learning deficits in children with DLD by resorting to a new approach. This approach involved not only the collection of event-related potentials, while preschool children with DLD [relative to typical language developmental controls] were exposed to a continuous auditory stream made of the repetition of three-syllable nonsense words but, importantly, the collection of ERPs when the same children performed analogous versions of the same auditory SL task first under incidental and afterward under intentional conditions. In each of these tasks, the level of predictability of the three-syllable nonsense words embedded in the speech streams was also manipulated to mimic natural languages closely. At the end of both tasks’ exposure phase, children performed a two-alternative forced-choice task from which behavioral evidence of SL was obtained. Results from the 2-AFC tasks failed to show reliable signs of SL in both groups of children. The ERPs data showed, however, significant modulations in the N100 and N400 components, taken as neural signatures of word segmentation in the brain, even though a detailed analysis of the neural responses revealed that only children from the TLD group seem to have taken advantage of the previous knowledge to enhance SL functioning. These results suggest that children with DLD showed deficits both in implicit and explicit learning mechanisms, casting doubts on the efficiency of the interventions relying on explicit instructions to help children with DLD to overcome their language difficulties. (shrink)

From an early age, exposure to a spoken language has allowed us to implicitly capture the structure underlying the succession of speech sounds in that language and to segment it into meaningful units. Statistical learning, the ability to pick up patterns in the sensory environment without intention or reinforcement, is thus assumed to play a central role in the acquisition of the rule-governed aspects of language, including the discovery of word boundaries in the continuous acoustic stream. Although extensive evidence has (...) been gathered from artificial languages experiments showing that children and adults are able to track the regularities embedded in the auditory input, as the probability of one syllable to follow another syllable in the speech stream, the developmental trajectory of this ability remains controversial. In this work, we have collected Event-Related Potentials while 5-year-old children and young adults were exposed to a speech stream made of the repetition of eight three-syllable nonsense words presenting different levels of predictability to mimic closely what occurs in natural languages and to get new insights into the changes that the mechanisms underlying auditory statistical learning might undergo through the development. The participants performed the aSL task first under implicit and, subsequently, under explicit conditions to further analyze if children take advantage of previous knowledge of the to-be-learned regularities to enhance SL, as observed with the adult participants. These findings would also contribute to extend our knowledge of the mechanisms available to assist SL at each developmental stage. Although behavioral signs of learning, even under explicit conditions, were only observed for the adult participants, ERP data showed evidence of online segmentation in the brain in both groups, as indexed by modulations in the N100 and N400 components. A detailed analysis of the neural data suggests, however, that adults and children rely on different mechanisms to assist the extraction of word-like units from the continuous speech stream, hence supporting the view that SL with auditory linguistic materials changes through development. (shrink)

We show that, contrary to long-standing assumptions, syntactic traits, modeled here within the generative biolinguistic framework, provide insights into deep-time language history. To support this claim, we have encoded the diversity of nominal structures using 94 universally definable binary parameters, set in 69 languages spanning across up to 13 traditionally irreducible Eurasian families. We found a phylogenetic signal that distinguishes all such families and matches the family-internal tree topologies that are safely established through classical etymological methods and datasets. We have (...) retrieved “near-perfect” phylogenies, which are essentially immune to homoplastic disruption and only moderately influenced by horizontal convergence, two factors that instead severely affect more externalized linguistic features, like sound inventories. This result allows us to draw some preliminary inferences about plausible/implausible cross-family classifications; it also provides a new source of evidence for testing the representation of diversity in syntactic theories. (shrink)

A elegia é uma forma poética muito antiga. Os gregos compuseram elegias desde a lírica arcaica (século VII – V a.C.). Contudo, foram as elegias compostas no período da lírica alexandrina (século III – II a.C.) que influenciaram os elegíacos romanos. Tanto na Grécia quanto em Roma a elegia é considerada como gênero lírico, mas percebemos que nas composições romanas é notória a presença do trágico, especialmente, nas obras de Ovídio, por isso discutimos a problemática do gênero elegíaco, que (...) se apresenta na Antiguidade como um gênero híbrido. (shrink)

Hermesianax, ap. Athen. 599B, I. 91 = Collectanea Alexandrina p. 100. This is a locus desperatus; but since the reviewer of Collectanea Alexandrina in the Classical Review, XXXIX., p. 192, accepts the idea which underlay my conjecture ξετρνησε, I think of adding to it οѵδϥμνόν τε, which is suggested by Schweighaeuser's οѵδϥμνόν The line will thus run: οѵδϥμνόν τ' ξετρνησε βίον ‘uitam uilem deliciis consumpsit.’ Hesychius has: οѵδαμνός οδένοςλόуου εστ βραύςεύτελής.

Hermesianax, ap. Athen. 599B, I. 91 = Collectanea Alexandrina p. 100. This is a locus desperatus; but since the reviewer of Collectanea Alexandrina in the Classical Review, XXXIX., p. 192, accepts the idea which underlay my conjecture ξετρνησε, I think of adding to it οѵδϥμνόν τε, which is suggested by Schweighaeuser's οѵδϥμνόν The line will thus run: οѵδϥμνόν τ' ξετρνησε βίον ‘uitam uilem deliciis consumpsit.’ Hesychius has: οѵδαμνός οδένοςλόуου εστ βραύςεύτελής.