Criação de uma escola de saúde pública no Nordeste: o caso da Fiocruz em Pernambuco

Fragmento da entrevista de Sergio Arouca concedida a Antônio Torres Montenegro e Tânia Fernandes em 29 de fevereiro de 1996.

Non-Indigenous Canadians' and Americans' moral expectations of Indigenous peoples in light of the negative impacts of the Indian Residential Schools.

The historical trauma associated with the Indian Residential School (IRS) system was recently brought to the awareness of the Canadian public. Two studies investigated how the salience of this collective victimization impacted non-Indigenous Canadians' expectations that Indigenous peoples ought to derive psychological benefits (e.g., learned to appreciate life) and be morally obligated to help others. Study 1 found that modern racism was related to perceptions that Indigenous peoples psychologically benefitted from the IRS experience, which in turn, predicted greater expectations of moral obligation. Study 2 replicated the relations among racism, benefit finding, and moral obligation among non-Indigenous Canadians (historical perpetrators of the harm done) and Americans (third-party observers). Americans were uniquely responsive to a portrayal of Indigenous peoples in Canada as strong versus vulnerable. Factors that distance observers from the victim (such as racism or third-party status) appear to influence perceptions of finding benefit in victimization experiences and expectations of moral obligation.

Karl Leonhard (1904-88) and his academic influence through the 'Erlangen School'.

The Erlangen University Psychiatric and Mental Clinic was an annexe to the Erlangen Mental Asylum, so when Leonhard worked there he became acquainted with acute and chronic stages of schizophrenia. This can be viewed as a decisive impulse for his later differentiated classification of types of schizophrenia. The suspicion that Leonhard suffered from attention deficit hyperactivity disorder cannot be supported. His reticence concerning social-psychiatric aspects is analysed in the context of his early professional contact with the 'Erlangen system' of open care and its Nazi perversion. Leonhard's role in National Socialism is still uncertain. His unsuccessful attempts to retain the Erlangen Chair of Psychiatry and Mental Illness in 1951 can be viewed as his first difficulty in the tensions between West Germany and East Germany.

Trajetória de Walter Fernandes no Centro Acadêmico da Escola de Enfermagem Alfredo Pinto (1968-71) / Trajectory of Walter Fernandes in the academic center of the School of Nursing Alfredo Pinto (1968-71) / Trayectoria de Walter Fernandes en el centro académico de la Escuela de Enfermería Alfredo Pinto (1968-71)

Objetivo: analisar a trajetória acadêmica de Walter Fernandes enquanto ativista do movimento estudantil na Escola de Enfermagem Alfredo Pinto (EEAP). Método: estudo descritivo, do tipo bibliográfico, de abordagem qualitativa. Utilizou-se a análise de conteúdo temática na perspectiva da história oral de vida. Os dados foram coletados em junho de 2018, por meio de entrevista filmada e gravada. Resultados: o registro eficaz e bem construído ao longo da trajetória do depoente, mediante preocupação com o campo social, sobrevivência e aporte estrutural do corpo discente durante o contexto político das décadas relatadas, legitima a memória do movimento estudantil de enfermagem na EEAP. Além disso, aborda os embates da sociedade brasileira a época, a conjuntura universitária e estigmatização dos direitos sociais. Conclusão: a trajetória de Walter Fernandes reforça a participação dos estudantes nas articulações e soluções possíveis aos impasses, ratificando sua representação e agregação científica, acadêmica e social

Objective: to analyze the academic trajectory of Walter Fernandes as an activist of the student movement in the School of Nursing Alfredo Pinto (EEAP). Method: a descriptive study, of the bibliographic type, with a qualitative approach. It was used the analysis of thematic content in the perspective of the oral history of life. The data were collected in June of 2018, through a filmed and recorded interview. Results: the effective and well-constructed registry along the trajectory of the deponent, through concern for the social field, survival and structural contribution of the student body during the political context of the decades, legitimizes the memory of the student movement of nursing in EEAP. In addition, it addresses the struggles of Brazilian society at the time, the university situation and stigmatization of social rights. Conclusion: walter Fernandes 'trajectory reinforces students' participation in articulations and possible solutions to impasses, ratifying their representation and scientific, academic and social aggregation

Objetivo: analizar la trayectoria académica de Walter Fernandes como activista del movimiento estudiantil en la Escuela de Enfermería Alfredo Pinto (EEAP). Método: estudio descriptivo, del tipo bibliográfico, de abordaje cualitativo. Se utilizó el análisis de contenido temático en la perspectiva de la historia oral de vida. Los datos fueron recolectados en junio de 2018, por medio de una entrevista filmada y grabada. Resultados: el registro eficaz y bien construido a lo largo de la trayectoria del deponente, mediante preocupación con el campo social, supervivencia y aporte estructural del cuerpo discente durante el contexto político de las décadas relatadas, legitima la memoria del movimiento estudiantil de enfermería en la EEAP. Además, aborda los embates de la sociedad brasileña la época, la coyuntura universitaria y estigmatización de los derechos sociales. Conclusión: la trayectoria de Walter Fernandes refuerza la participación de los estudiantes en las articulaciones y soluciones posibles a los impasses, ratificando su representación y agregación científica, académica y social

Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods.

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage  = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.

The ABS brachytherapy schools.

The American Brachytherapy Society brachytherapy schools have been pivotal in teaching and evolving the art of brachytherapy over the past decades. Founded in 1995, the schools have consistently provided content for the major disease sites including gynecologic, prostate, and breast with ocular, vascular, head and neck, pediatric, intraluminal, systemic, and intraoperative approaches more selectively addressed. In addition, Physics schools, either coupled with clinical schools or as stand-alone venues, have provided an essential educational component for practicing physicists, a pivotal part of the brachytherapy team. Celebrating 25 years in existence, this historical overview of the American Brachytherapy Society brachytherapy schools is a tribute to the many teachers who have shared their expertise, to the many students who have been enthusiastic and interactive participants, and the staff who have made it all possible, with the reward of perpetuating the important and timely art of brachytherapy.

A autoridade do professor na sociedade escolarizada / Teacher authority in schooling society

O presente artigo tem como finalidade examinar como a consolidação da mentalidade escolarizada articula-se ao fracasso da escola. Parte-se de uma breve caracterização do momento histórico de nascimento da escola, há aproximadamente oitocentos anos, até chegar-se à era da industrialização, há cerca de duzentos anos, quando começa a desenvolver-se o que se denomina, na literatura, de mentalidade escolarizada. Após caracterizar, brevemente, essa mentalidade, são apresentados argumentos visando demonstrar de que modo isso contribuiu para o fracasso da escola, minando a autoridade do professor e gerando a possibilidade de emergência da escola militarizada. Conclui-se que a perseverança no mito da escolarização por meio da difusão da ideia de que a crise da educação é de caráter técnico conduz a iniciativas de intensificação de formas de avaliação do processo de ensino-aprendizagem e à militarização das escolas como forma de conter a violência. O mito da escolarização é um aliado importante do ideal de controle social da aprendizagem.(AU)

In this article we aim to examine how schooling, a kind of mental space, is related to the failure of school. We begin presenting a brief characterization of the historical moment of school's birth about eight hundred years ago. Then we move to the industrialization era which began approximately two hundred years ago and in which was born a kind of mentality called schooling. After a brief characterization of schooling mentality, we present arguments in order to demonstrate how it contributed to school failure by collapsing teacher's authority. The death of teacher's authority, in its turn, creates the possibility of emergence of militarized school. It is concluded that perseverance in the myth of schooling, carried out by spreading the idea that the education crisis is of a technical nature, leads to initiatives to intensify forms of evaluation of the teaching-learning process and the militarization of schools as a way to contain violence. The myth of schooling is an important ally of the ideal of social control of learning.(AU)

it was competitive, it was very competitive!: memories of performance sports in curitibas private schools (1980-1990) / era competitivo, era muito competitivo!: memórias do esporte escolar de rendimento em escolas particulares de curitiba (1980-1990)

ABSTRACT The present study investigated performance school sports practiced in private schools of Curitiba-PR, between 1980 and 1990, through interviews with coaches, athletes and sports managers who experienced the phenomenon in that period. The research is qualitative, and the investigation method used was pure Thematic Oral History. The analyses allowed observing that a good portion of Curitiba's schools back then had performance sports teams; the context of Curitiba's school sports was a sort of metaphor for professional sports; there was a hegemony of team sports; the women's sport sedimented on the interviewees' memory was gymnastics; teams were highly valued in schools; school teams participated in national and international championships; despite the performance character, there was already a difference from the sports played at clubs; some education institutions partnered with sports clubs.

RESUMO O presente estudo investigou a prática do esporte escolar de rendimento em escolas particulares de Curitiba-PR, entre os anos de 1980 e 1990, por meio de entrevistas com técnicos, atletas e gestores esportivos que vivenciaram o fenômeno no período. A pesquisa é de caráter qualitativo e o método de investigação utilizado foi a História Oral temática pura. A partir das análises percebeu-se que boa parte das escolas curitibanas da época mantinham equipes esportivas de rendimento; o contexto do esporte escolar curitibano era uma espécie de metáfora do esporte profissional; havia uma hegemonia dos esportes coletivos; o esporte feminino sedimentado na memória dos entrevistados foi a ginástica; as equipes eram muito valorizadas dentro dos colégios; os times escolares participavam de campeonatos nacionais e internacionais; apesar do caráter de rendimento, já existia diferença do esporte praticado em clubes; algumas instituições de ensino faziam parcerias com clubes esportivos.

[Luiz Nunes and the plan for health institutions in Pernambuco]. / Luiz Nunes e o projeto de instituições de saúde em Pernambuco.

During Pernambuco governor Carlos Lima Cavalcanti's term (1930-1937), the architect Luiz Nunes and his team were able to produce a series of plans for notable public buildings in the short period of time spanning 1934 to 1937. This article analyzes plans for the School for Abnormal Children and the Military Brigade Hospital, which exemplify the close relationship between medical knowledge, modern architecture, and state government policy and have not yet been examined in detail in academic studies. The main sources were the archives of the Diário da Manhã and Diário de Pernambuco newspapers, as well as the group of architectural plans in the Jordão Emerenciano Public Archive.

Em Pernambuco, durante a gestão do governador Carlos Lima Cavalcanti (1930-1937), o arquiteto Luiz Nunes e sua equipe conseguiram realizar, em curto espaço de tempo, de 1934 a 1937, uma série de projetos de edifícios públicos notáveis. Neste artigo, são analisados os projetos da Escola para Anormais e do Hospital da Brigada Militar, que exemplificam a estreita relação entre o saber médico, a arquitetura moderna e a política do governo estadual, além de serem objetos pouco explorados em estudos acadêmicos. As fontes principais da pesquisa foram os arquivos dos jornais Diário da Manhã, Diário de Pernambuco e o conjunto de projetos de arquitetura levantado no Arquivo Público Jordão Emerenciano.

Luiz Nunes e o projeto de instituições de saúde em Pernambuco / Luiz Nunes and the plan for health institutions in Pernambuco

Resumo Em Pernambuco, durante a gestão do governador Carlos Lima Cavalcanti (1930-1937), o arquiteto Luiz Nunes e sua equipe conseguiram realizar, em curto espaço de tempo, de 1934 a 1937, uma série de projetos de edifícios públicos notáveis. Neste artigo, são analisados os projetos da Escola para Anormais e do Hospital da Brigada Militar, que exemplificam a estreita relação entre o saber médico, a arquitetura moderna e a política do governo estadual, além de serem objetos pouco explorados em estudos acadêmicos. As fontes principais da pesquisa foram os arquivos dos jornais Diário da Manhã, Diário de Pernambuco e o conjunto de projetos de arquitetura levantado no Arquivo Público Jordão Emerenciano.

Abstract During Pernambuco governor Carlos Lima Cavalcanti's term (1930-1937), the architect Luiz Nunes and his team were able to produce a series of plans for notable public buildings in the short period of time spanning 1934 to 1937. This article analyzes plans for the School for Abnormal Children and the Military Brigade Hospital, which exemplify the close relationship between medical knowledge, modern architecture, and state government policy and have not yet been examined in detail in academic studies. The main sources were the archives of the Diário da Manhã and Diário de Pernambuco newspapers, as well as the group of architectural plans in the Jordão Emerenciano Public Archive.

Cocreating guide dog partnerships: dog training and interdependence in 1930s America.

This article scrutinises issues around disability and dependent (interdependent) agency, extending these to non-human animals and service dogs, with a sustained reference to the training of guide dogs. It does this through a detailed engagement with the training methodology and philosophy of The Seeing Eye guide dog school in the 1930s, exploring the physical, bodily and instrumental means through which the guide dog partnership, and the identity of the instructor, the guide dog and the guide dog owner, jointly came into being. The novelty of the article lies in how it reconsiders what interdependence meant and means from the perspectives drawing from historical and sociological literature on dog training. In doing so it opens up new ways of thinking about service animals that recognise their historical contingency and the complex processes at work in the creation and development of interdependent agency.

[The psychopathology of the Wernicke-Kleist-Leonhard School and its relevance for present-day psychiatry]. / Die Psychopathologie der Wernicke-Kleist-Leonhard Schule und ihre Bedeutung für die aktuelle Psychiatrie.

Historically, the Wernicke-Kleist-Leonhard School represents a countermovement to psychopathology as described by Karl Jaspers and Kurt Schneider. The School aimed to interlink psychopathological and neurobiological aspects. Starting from the model of different functional neuronal systems, each of which can be disturbed in the sense of a hypofunction, hyperfunction, or parafunction, it developed a comprehensive phenomenology of psychopathological symptoms and syndromes that finally culminated in Karl Leonhard's course descriptions. This school of thought can provide important impulses even today. Thus, on the one hand, the neurobiological models can serve as the basis for additional research projects and on the other hand, the psychopathological descriptions of disorders can perhaps also be interpreted in the sense of typological constructs that can contribute to pragmatic clinical decisionmaking.