[Colleges of royal physicians and isolation hospitals to control public hygiene in Chile from 1879 to 1920]. / Protomedicatos y lazaretos como instituciones de control de la higiene pública en Chile entre 1879 y 1920.

This article investigates the emergence of two institutions for the control of public hygiene in Chile between 1879 and 1920: colleges of royal physicians and isolation hospitals using the case of smallpox in La Araucanía, a region located in the South of Chile. We cover the characteristics and context of these institutions that allowed the State of Chile to address the problems of public hygiene and to prompt health professionals to professionalize the practice of medicine. The liberal positivist state of the late nineteenth century understood that the issue of hygiene was not only a matter of individual responsibility but had a social, public, and environmental dimension. People practiced hygiene alongside the existence of hygienic and anti-hygienic environments. Therefore, hygiene, the royal colleges of physicians, health records, isolation hospitals, doctors, and vaccinators are studied. All of these components of the health care system of the time were in permanent tension with the central government authorities due to the insufficient resources provided by the state for the care of infected patients with smallpox. The study follows a qualitative methodology with a descriptive historiographic design. We used archival primary and secondary sources available in Chile and Germany. The results show that the presence of smallpox appeared ferociously in South-Central Chile in the second half of the 19th century and remained in La Araucanía until the first half of the 20th century. The extent to which smallpox spread, spawning fear and insecurity in people of different social classes, had as one of its leading causes the precarious conditions of health and hygiene of the population.

El presente artículo indaga la aparición de dos instituciones de control de la higiene pública en Chile entre los años 1879 y 1920: los protomedicatos y lazaretos. El objeto de estudio utiliza como caso la presencia de la viruela en La Araucanía. Se abordan las características y contexto que adquirió la instalación de estos dispositivos que permitieron al Estado de Chile operacionalizar el asunto de la higiene pública, lo que interpeló a los profesionales de la salud para avanzar a mayores niveles de perfeccionamiento del ejercicio profesional de la medicina. El Estado liberal positivista de fines de siglo XIX comprendió que el tema de la higiene no era solamente una cuestión de responsabilidad individual, sino que tenía una dimensión social, pública y medio ambiental. No sólo había personas que eran higiénicas, sino también ambientes higiénicos y antihigiénicos. Por tanto, se estudia la higiene, el tribunal del protomedicato, la hoja sanitaria, lazaretos, médicos y vacunadores; quienes estuvieron en permanente tensión con las autoridades del gobierno central debido a los insuficientes recursos proporcionados por el Estado para la atención de los enfermos contagiados con viruela. El estudio se orienta desde una metodología cualitativa con un diseño historiográfico con alcances descriptivos densos. Se han utilizado fuentes primarias y secundarias disponibles en archivos en Chile y Alemania. Los resultados evidencian que la presencia de viruela apareció violentamente en el centro sur de Chile en la segunda mitad del siglo XIX y permaneció en la Araucanía hasta la primera mitad del siglo XX. La violencia con que se desarrolló la viruela generó miedo e incertidumbre afectando a personas de diferentes clases sociales, y tuvo como una de sus causas principales las precarias condiciones de salubridad de la población.

Manifestaciones afectivas en jóvenes con discapacidad intelectual / Affective manifestations in young people with intellectual disabilities

La afectividad en personas con discapacidad intelectual es un tema que ha sido omitido y ha generado prejuicios desde la ética cultural. La investigación que se informa consistió en develar las manifestaciones afectivas en jóvenes con discapacidad intelectual, con un rango de edad de 15 a 25 años. El nivel de conocimiento que alcanza la investigación, se enmarca en un estudio de tipo descriptivo denso. La recolección de datos se realizó en una escuela especial de la Araucanía (Chile), aplicando entrevistas semiestructuradas con diseño estudio de caso. Se develó que las manifestaciones de afectividad de los jóvenes se sustentan en el cuidado y respeto mutuo, evidenciando creencias marcadas por la presencia de machismo, conciencia de responsabilidades y posicionamientos valóricos de adultos significativos que limitan, regulan comportamientos y omiten la educación sexual por la condición de los jóvenes, evidenciándose esta última de forma transversal al currículo de escuela especial.

This research studies the affectivity in people with intellectual disability condition, in order to visualize the process of self-construction of the sense of being person. This research looks for revealing the affective manifestations in young people with intellectual disability, whose ages are between 15 and 25 years old. This problem implies a complex issue, which involves cultural, religious, educative and idiosyncratic factors that reflect an unfair society which does not protect the rights of social groups in disadvantage situations and difficult educability conditions. Theoretically is assumed an axiological positioning which conceives the person as a value in itself and a spiritual microcosm which is alive and transcendent. The method applied is guided from the qualitative approach with a descriptive reach through the design associated to the case study and in accordance with the hermeneutic paradigm. The context of the problem was focus on a special school in the Araucanía region at the South of Chile. Semistructure interviews and appropriate rigor criteria such as confirm ability, transferability, credibility and dependency were applied. The participants were 13 students and four teachers. The research is adjusted to the ethical requirements in the Helsinki and Singapore Declaration, according to the appropriate behavior of the researcher and the informed consent. The qualitative data were reduced through the transcription and coding process using the Atlas.ti software version 7.0. With the primary transcribed documents axial and open coding were applied, which let to develop analysis from the constant comparative method. An empirical- theoretical sample and content analysis were done. The results let the categories raise, operationalized in codes, highlighting between them, affective manifestations, couple relationship, personal care, young people beliefs and teachers' beliefs. It was revealed that the affective manifestations of young people are based in the mutual respect and care, demonstrating beliefs with sexist characteristics, conscience of responsibilities and the meaningful adults' positions related to values, which limit and regulate behaviors and omit the sexual education because the condition that the young people have, evincing the sexual education in a transversal way to the curriculum of the special school. The sexual education must give precise information and not be restricted to the intellectual agreement, but respecting the appropriate ages of the people life cycle, where the education must be precise and direct. To accomplish this task, it was discovered that didactic resources must be given to help young people to be aware of their action. Additionally, it was revealed that young people must be constantly accompanied by guides, mediation regarding to the construction of bonds and affective experience suitable to their own characteristics. Family is presented as an obstructive element in the young people affective relationships, evincing a lack of communication and comprehension. Teachers consider the young people as valuable people, where their intellectual conditions do not affect their rights to manifest themselves affectively either their friends or partners. In summary, it must advance toward an education that overcomes the existence of false beliefs, and that will exist in the sexual education the disposition to talk with respect about what the young people say their interests, worries, responsibilities and respect with themselves and with others. For this reason, it is necessary to guide and orient young people, not only from the formal educational institution, but also from the collaborative work with the family, where this formation should not be delegated only to the professionals, but also that it constitutes in a contextualized learning of sexual education and that it must be accepted as an inherent condition from the human being, so that, in this way it must be experienced the liberty of the rights and the ethical personalism of each human being.

Apego: representaciones de educadoras de párvulos en jardines infantiles en Temuco, Chile / Attachment: Representations of educators in kindergartens in Temuco, Chile / Apego: Representações de educadores de jardins de infância em Temuco, Chile

En este artículo presentamos los resultados de un estudio cuyo objetivo fue describir las representaciones sociales del apego de 38 educadoras de párvulos pertenecientes a la Junta Nacional de Jardines Infantiles. Concretamente nos propusimos describir el significado que tiene el concepto apego para las educadoras de párvulos, e identificar los criterios de valoración del apego que ellas manifiestan. El estudio es cualitativo-descriptivo. Aplicamos entrevistas semiestructuradas y grupos focales. Los hallazgos destacan el manejo inapropiado acerca de la teoría del apego en las educadoras, lo que afecta en el dominio del contenido disciplinario para tomar decisiones metodológicas en sus prácticas profesionales. Las percepciones de las educadoras son de tipo social, vivencial y clasificatorio, significando el apego como proceso relacional que deja huellas en tanto vínculo afectivo perdurable.

This research presents the results of a study that describe the perceptions of attachment among 38 preschooler educators that belong to the National Kindergarten Board. The objectives were to describe the significance of the concept of attachment for educators and to identify their criteria for assessing levels of attachment. This is a qualitative descriptive study. Semi-structured interviews and ethnographic observations were used as tools to collect data. Among the most relevant finding from the study were the inappropriate use of attachment theory by the educators, which affects t heir knowledge of disciplinary techniques that they use to make methodological decisions regarding their professional practices. The kind of perceptions that educators have are social, experiential and based on classifications, which means that attachment is a relational process that has a long-term impact when lasting affective bonds are created.

Este artigo apresenta os resultados de um estudo que descreve as representações sociais de apego de 38 educadores de pré-primário pertencentes ao Conselho Nacional de Jardins de Infância. Os objetivos foram descrever o significado do conceito “apego” para os professores de ensino pré-escolar e identificar os pontos de avaliação do apego que manifestam os educadores de jardim de infância. O estudo é qualitativo e descritivo. Foram realizadas entrevistas semiestruturadas e grupos focais. Entre as principais conclusões, destaca-se o manuseio inadequado sobre a teoria do apego nos educadores, o que afeta diretamente o domínio do conteúdo disciplinar para tomar decisões metodológicas em suas práticas profissionais. As percepções dos educadores são de tipo social, vivencial e classificatória, ou seja, mostrando o apego como um processo relacional que deixa impressões digitais, portanto, vínculo afetivo perdurável.

Intervención psicoeducativa basada en imágenes en niños y niñas con trastornos generalizados del desarrollo / Psycho-educative intervention based on children images with pervasive development disorder

Esta investigación consiste en el diseño, ejecución y evaluación de un programa de intervención psicoeducativa basado en imágenes, aplicado a nueve niños con Trastorno Generalizado del Desarrollo (TGD) de tipo autista, cuyas edades fluctuaban entre los 3 y 8 años de edad en Temuco. El programa se enfocó para activar el desarrollo de las dimensiones de anticipación y flexibilidad en niños con TGD. Con el propósito de determinar el perfil de desarrollo inicial de los participantes, se les aplicó el Inventario de Desarrollo de Espectro Autista IDEA. Una vez ejecutado el programa se les evaluó nuevamente con el mismo instrumento, evidenciándose diferencias significativas en las dimensiones de anticipación t = 0,039 (P<0.05), complementariamente se encontraron resultados no esperados, en la escala de trastorno de desarrollo social t = 0,040 (P<0.05). No hubo evidencias significativas en la dimensión de sentido de actividad propia, obteniéndose un resultado de t = 0, 57 (P>0, 05). Los resultados reflejan la efectividad de la aplicación del programa de intervención con imágenes cuyo propósito es aportar a la sistematización del trabajo con niños que padecen algún trastorno generalizado del desarrollo.

This investigation is about the design, execution and evaluation of a psycho-educative intervention program based on the use of images, tested on nine children with autistic type of Pervasive Developmental Disorder (PDD) from 3 to 8 years old in Temuco, Chile. This program was implemented to activate de development in the anticipation and flexibility dimensions en children with PDD. In order to determine the initial participant’s profile, the autism spectrum disorders development inventory IDEA was applied. After the program was finished, this instrument was also used, showing significant differences in the anticipation dimension with t = 0,039 (P<0.05). As a non expected result in the social development dimension there was found that t = 0,040 (P<0.05). There was no significant change in the own activity self perception dimension, obtaining a t = 0, 57 (P>0, 05). These results show the effectiveness of the image based intervention program applied which purpose is to make a contribution to systematize the work with children suffering some Pervasive Developmental Disorder.