Desigualdades territoriais no financiamento das políticas de educação e de saúde na Espanha e no Brasil / Desigualdades territoriales en la financiación de las políticas de educación y sanidad en España y Brasil / Territorial inequalities in the funding of education and health policies in Spain and Brazil

Resumo O presente artigo compara os modelos e as desigualdades territoriais no financiamento de duas políticas sociais pilares do estado de bem-estar social e com alto grau de descentralização territorial na Espanha e no Brasil: educação e saúde. A análise utiliza bibliografia especializada, legislação nacional e documentos governamentais para descrever as políticas e seus mecanismos de financiamento. Dados fiscais são usados para apresentar os gastos e analisar as desigualdades dos governos subnacionais no financiamento da educação e da saúde nos dois países. A conclusão é que a experiência espanhola apresenta elevado nivelamento de gastos em saúde e educação nas comunidades autônomas do regime comum, com patamares menores de desigualdade que o observado nos estados e municípios brasileiros. O resultado espanhol é decorrente de um processo incremental de aperfeiçoamento do federalismo fiscal, que culminou em um modelo marcado pela priorização e solidariedade territorial no financiamento das políticas sociais. Esse modelo é uma referência para a análise e discussão do caso brasileiro, que configurou seu federalismo fiscal com pouca preocupação em conciliar eficiência e equidade na distribuição dos recursos entre os entes governamentais, mas apresentou avanços importantes em reformas no financiamento da educação e da saúde.

Resumen El artículo compara los modelos y las desigualdades territoriales en la financiación de dos políticas sociales que son pilares del estado de bienestar y con un alto grado de descentralización territorial en España y Brasil: la educación y la sanidad. El análisis utiliza literatura especializada, legislación nacional y documentos gubernamentales para describir las políticas y sus mecanismos de financiación. Los datos fiscales se utilizan para analizar las desigualdades de los gobiernos subnacionales en la financiación de la educación y la sanidad en ambos países. La conclusión es que la experiencia española muestra una alta nivelación del gasto en salud y educación en las comunidades autónomas de régimen común, con niveles de desigualdad inferiores a los observados en los estados y municipios brasileños. El resultado español es fruto de un proceso de mejora y perfeccionamiento del federalismo fiscal que culminó en un modelo marcado por la priorización y la solidaridad territorial en la financiación de las políticas sociales. Este modelo es una referencia para el análisis y la discusión del caso brasileño, que ha configurado su federalismo fiscal con poca preocupación por conciliar la eficiencia y la equidad en la distribución de los recursos entre las entidades gubernamentales, pero que ha presentado importantes avances en las reformas de la financiación de la educación y la sanidad.

Abstract The article compares the patterns and territorial inequalities in the funding of two social policies that are pillars of the welfare state and present a high degree of territorial decentralization in Spain and Brazil: education and health. The analysis uses specialist literature, national legislation and government documents to describe the policies and their financing mechanisms. Fiscal data are used to analyze subnational government inequalities in the funding of education and health in both countries. The conclusion is that the Spanish experience has significantly leveled spending on health and education between the autonomous communities of common regime, with lower levels of inequality than those observed in Brazilian states and municipalities. The Spanish result derives from an incremental process of improvement of the country's fiscal federalism, which culminated in a model marked by prioritization and territorial solidarity in the funding of social policies. This model is reference for the analysis and discussion of the Brazilian case, which has configured its fiscal federalism with little concern for reconciling efficiency and equity in the distribution of resources between subnational governments, but which has presented important advances in the reforms of education and health funding.

Gamificación educativa en el laboratorio de biología celular / Educational gamification in the cell biology laboratory

La incorporación de estrategias de gamificación en la docencia se ha descrito como una herramienta para aumentar la motivación y el compromiso de los alumnos con la materia. Bajo esta premisa, se ha desarrollado una experiencia de innovación educativa mediante la plataforma Kahoot! en la primera y última práctica de laboratorio de la asignatura de Biología Celular del Grado en Biología. Los participantes fueron 135 alumnos repartidos en 12 grupos de laboratorio, que se dividieron entre experimentales y controles. Todos los grupos resolvieron un cuestionario en papel acerca de los conceptos explicados en clase, al finalizar ambas prácticas (post-test), pero sólo aquellos grupos experimentales resolvían un cuestionario antes de la clase (pre-test). Antes de la primera práctica, los alumnos de los grupos experimentales respondieron al pre-test mediante el Kahoot! Sin embargo, para la última práctica algunos grupos lo resolvieron jugando al Kahoot! y otros, con papel y bolígrafo. Los resultados mostraron que aquellos alumnos que fueron seleccionados para jugar a Kahoot!, obtuvieron un mayor número de aciertos en el test realizado tras la sesión práctica (post-test) con respecto a aquellos que no resolvieron ningún pre-test o, que lo hicieron de un modo clásico. Por lo tanto, nuestros resultados sugieren que implementar la jugabilidad en la docencia incrementa considerablemente la motivación del alumnado debido, probablemente, a cambios fisiológicos experimentados por el cerebro durante el juego y a la creación de un clima positivo, que facilitan el proceso de aprendizaje.

SUMMARY: The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pre- test or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process.

Economic Crisis and Sexually Transmitted Infections: A Comparison Between Native and Immigrant Populations in a Specialised Centre in Granada, Spain.

This study aimed to analyse the influence of the economic crisis on the prevalence of sexually transmitted infections (STIs) in the immigrant population compared to the native population. A cross-sectional study was conducted by reviewing 441 clinical records (329 Spanish nationals and 112 non-Spanish nationals) of individuals who, between 2000 and 2014, visited an STI clinic in Granada and tested positive for an infection. Descriptive statistical analyses were performed, and infection rates, odds ratios, and 95% confidence intervals (CIs) were calculated. The mean age was 28.06 years (SD = 8.30; range = 16-70). During the period 2000-2014, the risk of being diagnosed with an STI was higher among non-Spanish nationals than among Spanish nationals (odds ratio (OR) = 5.33; 95% CI = 4.78-6.60). Differences between both populations were less marked during the crisis period (2008-2014: OR = 2.73; 95% CI = 2.32-3.73) than during the non-crisis period (2000-2007: OR = 12.02; 95% CI = 10.33-16.17). This may be due to underreporting of diagnoses in the immigrant population. Immigrants visiting the STI clinic in Granada are especially vulnerable to positive STI diagnoses compared to the native population.

Sexually Transmitted Infections and Associated Factors in Homosexuals and Bisexuals in Granada (Spain) During the Period 2000-2015.

Sexually transmitted infections (STIs) are a major public health issue. Previous research shows the vulnerability of the homosexual and bisexual population, as well as the influence of economic, political, and cultural determinants. The aim of this study was to describe the socio-demographic healthcare profile and the main risk factors associated with STIs in homosexuals and bisexuals seen at the STI clinic in Granada (Spain) during the years 2000-2015. Infection prevalences were compared between the economic crisis period (2008-2014) and the rest of the years analysed. A cross-sectional observational and analytical study was conducted by reviewing 261 clinical records of individuals with suspected or present infection. Univariate, bivariate, and multivariate analyses were performed. 91.2% of the individuals were men, and 8.8% were women, with the mean age being 28.61 (SD = 9.35, Range = 17-74) years old. The prevailing sexual orientation identity was homosexual. 94.2% were single. The main reason for consultation was HIV. Differences in prevalence were found between crisis and non-crisis years (OR = 3.91; 95% CI = 1.73-9.19). In conclusion, their profile was that of a young, single man suspecting possible HIV infection. STI prevalence was significantly higher in the years of economic recession in comparison to the rest of the years.

Differences in Sexually Transmitted Infections between the Precrisis Period (2000⁻2007) and the Crisis Period (2008⁻2014) in Granada, Spain.

OBJECTIVE: To analyze the difference in the prevalence of sexually transmitted infections (STIs) between two time periods (2000⁻2007 and 2008⁻2014, with the latter period characterized by the economic crisis), as well as determine differences in sociodemographic factors, clinical care, and risk indicators. METHODS: This was a retrospective, observational, and analytical study, reviewing 1437 medical records of subjects attending a specialized center in the province of Granada (Spain) for consultation associated with the presence or suspicion of an STI between 2000⁻2014. Data were collected on variables relating to the research objective. A descriptive and bivariate statistical analysis was performed by multiple logistic regression. RESULTS: In the analysis comparing the presence of STIs between the crisis and non-crisis periods, the percentage of positive diagnoses reached 56.6% compared to 43.4% negative diagnoses during the non-crisis period, while the percentages were 75.2% and 24.8%, respectively, during the crisis period. This difference was statistically significant (p < 0.001) with an odds ratio (OR) of 2.21 after adjusting for age, sex, days since last unprotected sexual intercourse, and partners in the last year. CONCLUSIONS: There are significant differences in the prevalence of STIs between the study periods, which is consistent with the reports of some authors regarding the effect of the financial crisis on these conditions; however, it is worth considering other aspects that might explain the differences.

Educación para la Salud y pedagogía de la muerte: percepciones y demandas del profesorado universitario en España / Health Education and pedagogy of death: perceptions and demands of academic staff in Spain / Educação para a Saúde e pedagogia da morte: percepções e demandas de professores universitários na Espanha

Este artículo analiza el tratamiento que tiene la muerte en la universidad española. El objetivo fue realizar un estudio exploratorio con profesorado que imparte la asignatura Educación para la Salud. Se utiliza un enfoque cualitativo a través de análisis de contenido y entrevista, con el fin de averiguar las necesidades, demandas, percepciones y consideraciones sobre la muerte, la educación para la muerte y el tratamiento de la finitud que tiene el profesorado universitario. La conclusión más destacada es que el factor que condiciona en mayor medida la inclusión del tema de la muerte en sus programas, no está determinada por la edad, el género o las creencias religiosas del profesorado en concreto sino el haber experimentado o no pérdidas significativas en sus vidas.(AU)

This article analyzes how death is approached in Spanish universities. An exploratory study was conducted with academic staff responsible for teaching Health Education. Interviews and content analysis were used to ascertain needs, demands, perceptions, and considerations in relation to death and death education and the approach towards finitude adopted by university teaching staff. The article concludes that the factor that has the greatest influence on whether professors include issues surrounding death in their teaching programs is whether or not they have experienced significant loss in their own lives, rather than age, gender, or religious beliefs.(AU)

Este artigo analisa o tratamento que tem a morte na universidade espanhola. O objetivo é realizar um estudo exploratório com os professores responsáveis pela disciplina Educação para a Saúde. Utiliza-se abordagem qualitativa por meio de análise de conteúdo e entrevista, para averiguar as necessidades, demandas, percepções e considerações sobre a morte, a educação para a morte e o tratamento da finitude da vida que os professores universitários têm. A conclusão que mais se destaca é a de que o que determina a inclusão do tema da morte em seus programas não é a idade, o gênero ou as crenças religiosas dos professores, mas o fato de terem experimentado ou não perdas significativas em suas vidas.(AU)