Percepción de miedo o exageración que transmiten los medios de comunicación en la población peruana durante la pandemia de la COVID-19 / Perception of exaggeration or fear propagated by the media among the Peruvian population during the COVID-19 pandemic

Introducción: En crisis sanitarias mundiales los medios de comunicación son importantes para informar sobre los temas relevantes a la población. Objetivo: Caracterizar y encontrar asociaciones de la percepción de miedo o exageración que transmiten los medios de comunicación en la pandemia del COVID-19 en ciudades del Perú. Métodos: Estudio transversal analítico y multicéntrico. Se realizó una encuesta virtual a 4009 personas, en 17 ciudades del Perú, del 15-20 de marzo del 2020. El instrumento, previamente validado, evaluó tres factores: la exageración de los medios; el miedo generado y la comunicación que provenía del personal de salud, familiares y amigos. Los coeficientes de relación y los valores p fueron calculados a través del uso de modelos lineales generalizados, con familia Gaussian y función de enlace identity. Se consideraron a los valores de p <0,05 como estadísticamente significativos. Resultados: Los participantes percibieron que las redes sociales (64 por ciento) y la televisión (57 por ciento) exageraban la información; también, los participantes manifestaron que la televisión (43 por ciento) y las redes sociales (41 por ciento) aumentaron la percepción del miedo. En cuanto a su familia/amigos, percibían que exageraban la situación (39 por ciento) y generaban miedo (25 por ciento). Al análisis multivariado, las mujeres (p<0,001), las que tuvieron secundaria completa (p=0,023), las universitarias (p=0,037) y con postgrado (p=0,002) tuvieron un menor puntaje total de miedo y percepción de exageración. Conclusiones: La percepción de exageración y generación de miedo en la población fueron en mayor medida ocasionados por la televisión y las redes sociales(AU)

Introduction: In global health crises the media is important for reporting on important issues to the population. Objective: To characterize and find associations of perceived fear or exaggeration conveyed by the media in the COVID-19 pandemic. Methods: Analytical and multicenter cross-sectional study. A virtual survey was conducted among 4009 people, in 17 cities of Peru, from March 15-20, 2020. The instrument, previously validated, evaluated three factors: the exaggeration of the media; the fear generated and the communication coming from health personnel, family members and friends. Relationship coefficients and p-values were calculated through the use of generalized linear models, with Gaussian family and identity linkage function. Values of p <0.05 were considered statistically significant. Results: Social networks (64 percent) and television (57 percent) were perceived by all participants as exaggerating information; also, television (43 percent) and social networks (41 percent) increased the perception of fear. As for their family/friends, they perceived that they exaggerated the situation (39 percent) and generated fear (25 percent). In the multivariate analysis, women (p<0.001), those who had completed high school (p=0.023), were university students (p=0.037) and those with a postgraduate degree (p=0.002) had a lower total score of fear and perception of exaggeration. Conclusions: The perception of exaggeration and fear generation in the population were mostly caused by television and social networks(AU)

Estratégias de enfrentamento dos dilemas bioéticos gerados pela violência na escola / Coping strategies to bioethical dilemmas generated by school violence

A violência na escola é um problema social que perpassa o âmbito da educação e da saúde pública, envolve aspectos bioéticos e requer mecanismos de enfrentamento, a partir da educação em saúde. Este estudo objetiva discutir estratégias fundamentadoras da educação em saúde, sobre aspectos bioéticos no domínio da violência escolar. Consiste em uma revisão bibliográfica crítico-reflexiva por meio do acesso a banco de dados da Biblioteca Virtual de Saúde (BVS), utilizando os descritores "violência and bioética" e "violência na escola", considerando os estudos publicados no período de 2004 a 2009. Realizamos também levantamento das obras de Paulo Freire e Pedro Demo, teóricos da Educação Libertadora. A leitura do material conduziu-nos a definição e discussão de três eixos temáticos: 1) bioética como instrumento reflexivo para a retomada dos valores morais na sociedade; 2) escola como formadora ética e de exercício de cidadania; 3) educação em saúde como instrumento para o enfrentamento da violência na escola. Acreditamos que a violência escolar envolve questões bioéticas que devem ser alvo de intervenções educativas na perspectiva libertadora, no intuito de gerar reflexões sobre o caráter negativo da violência escolar, tanto para o ensino-aprendizagem, como para o adoecimento dos atores envolvidos nessa problemática. Os profissionais da saúde poderão estabelecer a intersetorialidade com a educação e contribuir na prevenção da violência na escola, por meio de ações educativas em saúde, mobilizando cidadãos para uma sociedade comprometida em promover a vida; e que os profissionais da educação sejam receptivos e coparticipantes do processo intersetorial de educação e saúde.

School violence is a social problem that pervades the educational and public health context, involving bioethical issues and requires coping mechanisms from health education. This study aims to discuss strategies that underlie health education, on bioethical issues in the school violence field. It consists of a critical-reflexive literature review by accessing the Virtual Health Library (VHL) database, using the keywords: "violence and bioethics", and "violence at school", considering the studies published from 2004 to 2009. We also surveyed Paulo Freire's and Pedro Demo's works, theorists of Libertarian Education, which led us define and discuss three thematic areas: 1) bioethics as a reflective instrument for the moral values resumption in the society, 2) school as an ethics and citizenship practice creator, 3) health education as a contributor to coping with violence at school. We believe that school violence involves bioethical issues that should be the target of educational interventions in the liberating perspective, in order to generate reflections on the negative character of school violence, both for teaching and learning, as to the sickening of the actors involved in this issue. Health professionals may establish the intersectoriality with the education and contribute in preventing violence at school, through health education actions, mobilizing citizens for a society committed to promoting life. And the education professionals must be receptive and co-participants in the education and health intersectorial process.

Miedo y deshumanización: una visión crítica sobre la realidad cotidiana en el laboratorio de anatomía humana / Fear and deshumanization: a critical view on the daily routine of the human anatomy laboratory

La anatomía humana tiene como importante fuente de estudio al cuerpo humano. Ella utiliza cuerpos no reclamados, usualmente de indigentes, cuerpos entregados como un beneficio a la sociedad sin nada pedir nada a cambio, siendo dignos de pleno respeto. Sin embargo, preocupa que la muerte no es mirada socialmente como algo natural a la vida, llevando la convivencia en el laboratorio de anatomía humana a un estado de miedo, angustia y repulsión. Con eso se produce un mecanismo de negación, que puede generar deshumanización hacia la pieza anatómica. Ser confrontado con la muerte de otro, es lo mismo que confrontarse con nuestra propia muerte. En este contexto, los profesores y técnicos tienen una gran responsabilidad en discutir y reflejar la cuestión, de modo que puedan promover la idea que el cadáver es la expresión de vida y respeto, pues tal concepto será de gran importancia para la futura vida profesional de los estudiantes. Con este artículo, nuestro objetivo es reflexionar sobre la realidad de la muerte y el respeto en el laboratorio de anatomía humana.

Human anatomy has the human body as an important source of studies. It uses non-claimed, usually pauper, bodies delivered as a benefit to society without a counterpart, thus deserving full respect. However, within current society, death is not faced as something proper to life, what results in a state of fear, agony and loath within the human anatomy laboratory. Therefore, negation mechanisms which may generate dehumanization are produced. To be confronted with someone else's death is the same as to be confronted with our own death. Within this context, Professors and technicians have great responsibility on having the students aware that the cadaver is the expression of life and respect, as such concepts will be very important for the students' future professional life. With this article we aim at reflecting on the reality of death and respect inside the human anatomy laboratory.