Abstract Introduction: The HaDQ is an alternative to conventional hospitalization for clinically stable surgical patients who require complex nursing procedures due to intensity, frequency or characteristics, and control by a surgical specialist at home. Method: Cross-sectional, descriptive and retrospective study of the HADQ activity of our hospital during the first six months of 2020, to analyze the impact of the SARSCov2 pandemic in the unit. Three periods are distinguished: pre-pandemic (Jan-Feb), lockdown (Mar-Apr), post-lockdown (May-Jun). Two groups are differentiated: A (conventional HaD) and B (COVID19 preoperative screening). Various variables were collected: month, type, stay (HaD and hospital), procedures, readmissions, address, type of visits, covid+. A quantitative and qualitative descriptive statistical analysis of the results obtained was carried out. Results: 345 patients were admitted, 225 in group A (phase Pre (34%), Phase C (40%), and phase Post (25%)), and 120 in group B (Phase C (75%), phase Post (25%)). %)). The confinement (phase C) was the most active period of the HADQ, both due to the number of admissions (53%), and the complexity of group A, which required more procedures (71%) and more home visits (52%). There was also an increase in patients from the non-coverage area (42%), which involved medical and nursing visits at the Day Hospital (HD) (21%), and an increase in medical telephone consultations (36%). In the phase Post, the income of group A decreased by 37%. Conclusions: The HaDQ was reorganized due to the pandemic to care for more surgical patients, being an essential care resource, especially during confinement.

Resumen Introducción: La hospitalización a domicilio para pacientes quirúrgicos (HaDQ) es una alternativa a la hospitalización convencional para pacientes quirúrgicos estables clínicamente, que precisen procedimientos de enfermería complejos por intensidad, frecuencia o características, y control por especialista quirúrgico en el domicilio. Método: Estudio transversal, descriptivo y retrospectivo de la actividad de la HADQ de nuestro hospital durante los primeros seis meses del 2020, para analizar la repercusión de la pandemia por SARS-CoV-2 en la unidad. Se distinguen tres periodos: prepandemia (enero-febreo), confinamiento (marzo-abril), posconfinamiento (mayo-junio). Se diferencian dos grupos: A (HaD convencional) y B (despistaje preoperatorio COVID19). Se recogieron diversas variables: mes, tipo, estancia (HaD y hospital), procedimientos, reingresos, domicilio, tipo visitas, COVID+. Se realizó un análisis estadístico descriptivo cuantitativo y cualitativo de los resultados obtenidos Resultados: Ingresaron 345 pacientes, 225 en el grupo A (fase Pre (34%), fase C (40%), y fase Pos (25%)), y 120 en el B (fase C (75%), fase Pos (25%)). El confinamiento (fase C) fue el período más activo de la HADQ, tanto por número de ingresos (53%), como por la complejidad del grupo A que requería más procedimientos (71%) y más visitas domiciliarias (52%). También aumentaron los pacientes de zona de no cobertura (42%), que implicaron visitas médicas y de enfermería en Hospital de Día (HD) (21%), y aumento de consultas telefónicas médicas (36%). En la fase Pos disminuyeron un 37% los ingresos del grupo A. Conclusiones: La HaDQ se reorganizó por la pandemia para atender a más pacientes quirúrgicos, siendo un recurso asistencial esencial, especialmente durante el confinamiento.

The Italian chemist Primo Levi (1919-1987) published a testimonial literature about the period he was captive in Auschwitz, later exploring other literary genres. In his work as a whole, the science-art relationship takes place both in terms of content (when chemistry and scientific knowledge are themes) and form (when the author appropriates the language and logic of science to communicate his experiences, especially those lived in the concentration camp). Three themes related to the chemical universe are present in Levi’s writings: experiments, man’s relationship with matter and chemistry as a work. In this article, we bring these topics closer to current discussions in the field of philosophy of chemistry. The philosophical discussion and Primo Levi’s literature converge on the understanding that experiments assumes a particular role in chemistry, that matter is a central category for this science and that the chemical profession raises ethical questions, such as those related to impacts of the incessant production of new substances.

Resumo A obra O livro didático de Ciências no Brasil, organizada por Hilário Fracalanza e Jorge Megid Neto, foi publicada em 2006. Mais de 10 anos após sua publicação, algumas de suas proposições precisam ser reanalisadas, dadas as alterações sofridas pelo Programa Nacional do Livro Didático (PNLD), que geraram impacto nos próprios livros. Este trabalho compara enunciados dos capítulos do livro com guias do livro didático produzidos pelo Ministério da Educação, pesquisas sobre o livro didático de ciências e manuais escolares produzidos durante a vigência do PNLD. Em que pesem as desatualizações da obra de Fracalanza e Megid Neto, muitos de seus apontamentos permanecem válidos, embora necessitem ser relativizados à luz das complexas relações enunciativas em que se situam os manuais escolares atualmente.

Abstract More than ten years after the publication of the book “O livro didático de Ciências no Brasil” [The Science textbook in Brazil], edited by Hilário Fracalanza and Jorge Megid Neto, in 2006, some of its propositions require a reanalysis due to changes in the National Textbook Program (PNLD). This paper compares excerpts from the book’s chapters with Didactic Book Guides produced by the Ministry of Education, researches on Science textbooks, and textbooks produced during the term of the PNLD. Despite the outdated assertions in the book of Fracalanza and Megid Neto, many of their statements remain valid until the present days, requiring but a relativization in light of the complex enunciative relations in which school textbooks are currently situated.

ABSTRACT Purpose: Prostate cancer screening in the elderly is controversial. The Brazilian government and the National Cancer Institute (INCA) do not recommend systematic screening. Our purpose was to assess prevalence and aggressiveness of prostate cancer in men aged 70 years and above, on the first Latin American database to date. Materials and Methods: Cross-sectional study (n=17,571) from 231 municipalities, visited by Mobile Cancer Prevention Units of a prostate-specific antigen (PSA) based opportunistic screening program, between 2004 and 2007. The criteria for biopsy were: PSA>4.0ng/ml, or PSA 2.5-4.0ng/ml with free/total PSA ratio ≤15%, or suspicious digital rectal examination findings. The screened men were stratified in two age groups (45-69 years, and ≥70 years). These groups were compared regarding prostate cancer prevalence and aggressiveness criteria (PSA, Gleason score from biopsy and TNM staging). Results: The prevalence of prostate cancer found was 3.7%. When compared to men aged 45-69 years, individuals aged 70 years and above presented cancer prevalence about three times higher (prevalence ratio 2.9, p<0.01), and greater likelihood to present PSA level above 10.0ng/ml at diagnosis (odds ratio 2.63, p<0.01). The group of elderly men also presented prevalence of histologically aggressive disease (Gleason 8-10) 3.6 times higher (p<0.01), and 5-fold greater prevalence of metastases (PR 4.95, p<0.05). Conclusions: Prostate cancer screening in men aged over 70 may be relevant in Brazil, considering the absence of systematic screening, higher prevalence and higher probability of high-risk disease found in this age range of the population studied.

Considering the importance of non-school educational spaces to diffusing scientific knowledge, as well as arguments for the inclusion of such spaces into initial teacher education, this study presents four strategies to make them practice field institutions in chemistry teacher licensure programs. Assuming that the modalities of the educational phenomenon can be divided into unsystematic and systematized - whether they be school or non-school forms -, the strategies were named as follows: a) Learning (from) the concept of systematicity; b) The school learns from the museum (or the museum learns from the school); c) The museum in the school; and d) Systematizing non-systematic school education. After describing the strategies, we analyzed reports of chemistry teachers in training. These reports included reflections on the social importance of school and chemical knowledge, and they overcame the technical and practical rationalities by incorporating principles of critical rationality.

Resumo O karate é uma luta originária de Okinawa, ilha ao sul do Japão. Historicamente, atravessou três períodos: a partir do século XVII, como bujutsu, técnica clandestina de luta; depois, como budo, quando foi convertido em luta tradicional japonesa, em fins do século XIX, propugnando valores educacionais e identitários; e finalmente, como esporte de luta, quando foi associado a performance motora e competitividade, no século XX. Ao considerar o papel do karate como veiculador de valores de um Japão idealizado – japonesidade –, este trabalho analisa representações cinematográficas dessa luta. A análise focou nos aspectos educativos retratados nos filmes, a série estadunidense The karate kid e o japonês Kuro obi, sendo conduzida conforme três categorias: a relação entre teoria e prática; ruídos e conflitos entre professor e aluno; e formação do aluno como futuro professor. Os resultados revelam que as obras criticam a esportivização do karate, enfatizando a representação de aspectos educacionais associados aos períodos do bujutsu e, principalmente, do budo. Também, colaboram para reafirmar e atualizar a japonesidade, ao tratar os princípios do budo e sua transmissão educacional de forma idealizada, sem aludir a seu caráter moderno. Ainda, os filmes apresentam divergências em relação à proposta contemporânea de uma pedagogia das lutas, fundamentada na ciência da motricidade humana. Por outro lado, as produções cinematográficas contribuem para a área educacional na medida em que possibilitam discussões a respeito dos processos formativos e seus percalços, retratados de forma original, recorrendo aos conceitos de yin/yang relacionados aos princípios zen-budistas do budo.

Abstract Karate is a fighting style that originated in Okinawa, an island in the south of Japan. Historically, it spans over three periods: from the seventeenth century, as bujutsu, a clandestine fighting technique; later, as budo, when it was turned into a traditional Japanese combat form in the late nineteenth century, promoting educational and identity values; and finally as a fighting sport, when it was associated with motor performance and competitiveness in the twentieth century. In considering the role of karate as a carrier of values of an idealized Japan – Japaneseness –, the present study analyzes representations of this fighting style in filming. The analysis focused on the educational aspects portrayed in the American film The Karate Kid (and its two sequels) and in the Japanese film Kuro Obi, being conducted according to three categories: the relationship between theory and practice; noises and conflicts between teacher and student; and student training as a future teacher. Results show that these cinematographic works criticize the sportivization of karate while emphasizing the representation of educational aspects associated with the periods of bujutsu and, specially, of budo. They also collaborate to reaffirm and actualize Japaneseness by treating the principles of budo and its educational transmission in an idealized way, without alluding to its modern form. Moreover, the films diverge from the contemporary proposal of a pedagogy of martial arts based on the science of human motricity. On the other hand, these cinematographic productions contribute to the educational area in that they allow discussions about educational processes and their mishaps, which are portrayed in an original way, using the concepts of yin/yang related to the Zen Buddhist principles of budo.

Abstract Introduction: the prevalence of hospital malnutrition is high and involves an increase in health care costs. Home hospitalization (HH) allows better clinically stable patient control after an acute illness by a highly specialized health care team. Objective: to know the nutritional condition of home hospitalization patients using a computer application that allows the implementation of early nutritional measures at home and improves post-hospital control of these patients. Material and methods: prospective multicenter study of the nutritional condition of patients in four different home hospitalization centers during a period of two consecutive months in 2016. Variables were collected: home hospitalization, age, gender, reason for admission, associated morbidity, origin, diagnosis, social assessment, previous nutritional support, height, weight, weight loss, time of weight loss, total proteins, albumin, lymphocytes, cholesterol, body mass index (BMI), nutritional condition, type and degree of malnutrition. Nutritional condition was assessed using the application HEN-Persan and results were statistically analyzed using the SPSS 21.0 software. Results: no significant differences were found between the four centers. In home hospitalization patients, 36% presented a normal nutritional screening and 87% presented some degree of malnutrition, while combined malnutrition prevailed (63%). Depending on the nutritional degree, 36% of patients had mild malnutrition, 27% presented moderate malnutrition and 35% had severe malnutrition. Conclusions: a computer application allows for an immediate, secure and reliable nutritional assessment in home hospitalization that helps introduce early nutritional measures and improve post-hospital control of patients.

Resumen Introducción: la malnutrición hospitalaria tiene una elevada prevalencia y comporta un incremento del coste sanitario. La hospitalización a domicilio (HaD) permite el control en el domicilio de un episodio hospitalario agudo estable clínicamente por un equipo sanitario especializado. Objetivo: conocer el estado nutricional de los pacientes que ingresen en HaD con una misma aplicación informática (app) para poder instaurar medidas nutricionales precoces en el domicilio y mejorar la evolución posthospitalaria de los pacientes. Material y metodología: estudio multicéntrico prospectivo y descriptivo del estado nutricional en cuatro unidades de HaD, durante un periodo de dos meses consecutivos durante el año 2016. Se recogieron las variables: unidad de HaD, edad, sexo, motivo de ingreso, patología asociada, procedencia, diagnóstico, valoración social, soporte nutricional previo, talla, peso, pérdida de peso, tiempo de la pérdida de peso, proteínas totales, albúmina, linfocitos, colesterol, índice de masa corporal (IMC), estado nutricional según el IMC, riesgo nutricional, tipo y grado de desnutrición. Se realizó la valoración nutricional con la app HEN-Persan y se analizaron los resultados estadísticamente con el programa informático SPSS 21.0. Resultados: no existen diferencias significativas entre las cuatro unidades. Globalmente, el 36% de pacientes ingresados en HaD presentaban un estado nutricional normal. El 87% presentaba algún tipo de malnutrición, predominando la desnutrición de tipo mixta (63%). Según el grado, fue leve (36%), moderada (27%) y grave (35%). Conclusiones: la utilización de una app permite tener una valoración nutricional inmediata, de manera fácil, segura y fiable en HaD, para poder introducir medidas nutricionales precoces y mejorar la evolución posthospitalaria de los pacientes.

Resumo Este trabalho procura realizar um diálogo entre o pensamento do filósofo e educador brasileiro Dermeval Saviani e os estudos sobre a educação em museus e centros de ciências. Primeiramente, investigamos o desenvolvimento histórico dessas instituições para, em seguida, analisarmos, nas obras de Saviani, menções às formas não escolares de educação. A partir dos textos do educador brasileiro, e considerando os diferentes sentidos que a literatura confere às expressões educação informal e educação não formal, propõe-se que as modalidades de educação sejam situadas entre as categorias sistematizada / assistemática e escolar / não escolar. Assim, compreendendo-se a educação museal como uma modalidade de educação não escolar que vem se sistematizando, e a especificidade dos museus frente aos conceitos de conhecimento e cultura, são comentadas algumas possibilidades para que tais instituições colaborem para a democratização do saber, complementando e valorizando a educação científica escolar. Em acordo com a concepção crítica de Saviani, considera-se que os museus e centros de ciências, no estabelecimento de ações educativas, possam contribuir para a elevação da qualidade do ensino de ciências, estabelecendo uma relação comunicativa entre os saberes museais e os saberes escolares. Dessa maneira, não se dissolvem nem a especificidade da instituição museal enquanto guardiã do patrimônio da humanidade, nem a especificidade da escola enquanto transmissora da cultura para as novas gerações.

Abstract This work aims to conduct a dialogue between the thoughts of Brazilian philosopher and educator Dermeval Saviani and studies about education in science museums and centers. Firstly, we investigate the historical development of these institutions, and then analyze mentions to non-school forms of education in Saviani’s works. Based on the writings of this Brazilian educator, and considering the different meanings that the literature assigns to informal education and non-formal education, we propose to situate education modalities between the systematized/unsystematic and school/non-school categories. Thus, by understanding museum education as a modality of non-school education that is becoming systematized, and the specificity of museums concerning the concepts of knowledge and culture, we comment on some possibilities for these institutions to collaborate in making knowledge democratic, thus complementing and valuing school science education. In line with Saviani’s critical position, we consider that, as science museums and centers establish education actions, they could contribute to improve the quality of science teaching by establishing a communicative relationship between museum knowledge and school knowledge. Thus, the specificity of the museum institution as the guardian of human heritage is not dissolved, nor is the specificity of school as the transmitter of culture to new generations.

Este trabalho mapeia as unidades temáticas de ciência e tecnologia nas canções de Humberto Gessinger. Observando a incorporação de palavras e expressões da ciência nessa produção poética, realizamos uma análise de três canções, conforme os estudos do Círculo de Bakhtin. Decorre dessa análise que Gessinger, trazendo tais palavras para a canção popular, faz ressoar nesse gênero ecos dos textos científicos, prosificando sua poesia ao acrescentar-lhe um elemento de “não acabamento”. Como para Bakhtin a prosa é mais dialógica e está em maior contato com seu contexto sócio-histórico – comparada com a poesia –, concluímos que Gessinger, ao dispor de palavras e temáticas científico-tecnológicas em suas composições, torna-se participante ativo dos discursos sobre a pós-modernidade.

This paper traces the thematic units of science and technology in the songs of Humberto Gessinger. We conducted an analysis of three songs, according to the studies of the Bakhtin Circle, by observing the inclusion of words and expressions of science in this poetic production. It transpires from this analysis that by including these words into popular song, Gessinger brings echoes of scientific texts into this genre, prosifying his poetry by adding an “unfinished” element. Since for Bakhtin prose is more dialogical and is in closer contact with its socio-historical context – compared to poetry – we conclude that by including scientific-technological words and themes in his compositions, Gessinger becomes an active participant of the discussions about postmodernity.

This paper deals with the Brazilian textbooks of Chemistry from the XIX century to 1930. After presenting the science and its teaching contexts in Imperial Brazil and describing the first Chemistry textbook written by a Brazilian, the state of knowledge about these prime Brazilian books is presented. These works show the texts had strengths overlooked by current materials, a fact confirmed by analyzing textbooks from three authors from the period. The study concludes by compiling a list of 50 titles of early Chemistry books to help guide future research.

Investigamos o ensino de Química para os anos iniciais da Educação Básica. Inicialmente, recuperamos resultados de investigações anteriores, constituindo a visão acadêmica sobre o tema. Estes trabalhos, cobrindo quase duas décadas, indicam que a Química ocupa reduzido espaço no currículo do início do Ensino Fundamental, recebendo um tratamento fragmentado por parte dos livros didáticos, e sendo pouco reconhecida pelos docentes como um conteúdo relevante. A seguir, analisamos 182 atividades, propostas pelas 12 coleções de livros aprovadas no Programa Nacional do Livro Didático 2007, classificando-as em categorias que explicitam a importância relegada ao conhecimento químico. Somente duas coleções se enquadram em um perfil desejável para a apresentação destas atividades na progressão pelas séries. Ainda, entre 11 fenômenos químicos diversos, as atividades se concentram em apenas dois. Concluímos sugerindo que estes livros têm contribuído de forma pouco substancial para um adequado ensino elementar de Química.

We investigated the Chemistry teaching to initial years of basic education. Initially, we analyzed the results of previous investigations, which constitute the academic view on the subject. These works, covering almost two decades, indicate that Chemistry occupies little space in the elementary school curriculum, receiving a fragmented treatment by the textbooks and being rarely recognized by teachers as having relevant content. Next, we analyzed 182 activities, proposed by 12 approved collections of textbooks in the Brazilian Program of Textbooks 2007, and classified them into categories that clearly show the importance given to chemical knowledge. Only two collections fit into a desirable profile for the presentation of these activities in the prospectus for schools. Also, among 11 different chemical phenomena, the activities concentrate on just two. We conclude by suggesting that these books have not have contributed substantially to an appropriate elementary Chemistry teaching.

INTRODUÇÃO: A síndrome HELLP, condição com sinais de hemólise, elevação de enzimas hepáticas e baixa contagem de plaquetas, é situação obstétrica que pode apresentar severas complicações para a mãe, incluindo hematoma subcapsular com risco de ruptura para a cavidade peritoneal. RELATO DO CASO: Um caso de ruptura espontânea do fígado secundária a síndrome HELLP é apresentado. A paciente foi submetida à laparotomia exploradora devido a choque hemorrágico. CONCLUSÃO: A síndrome HELLP é condição patológica perigosa com risco de morte materno-fetal. Tratamento cirúrgico deve ser indicado quando existe associação à ruptura hepática.

BACKGROUND: HELLP syndrome, a condition with signs of hemolysis, elevated liver enzymes and low platelet count, is an obstetric condition that can present with severe complications to the mother including subcapsular hematoma with risk to peritoneal rupture. CASE REPORT: A case of spontaneous liver rupture secondary to HELLP syndrome is presented. The patient was submitted to exploratory laparotomy due to hemorrhagic shock. CONCLUSION: HELLP syndrome is a dangerous disease with death risk to mother and fetus. The surgical treatment can be indicated when there is an association to hepatic rupture.