A reprodução da ideologia da supremacia masculina na divisão sexual do trabalho, na literatura para crianças

Com o intuito de colaborar para o debate sobre a temática da exploração, combinada com a opressão de gênero sobre as mulheres, no âmbito do materialismo histórico e dialético, propusemo-nos a analisar o conteúdo de três livros dos acervos do PNAIC: João e o pé de feijão; Nossa rua tem um problema e As mil e uma histórias de Manoela. Nosso objetivo foi identificar como são retratadas as profissões, as múltiplas jornadas, o trabalho doméstico e a participação das mulheres no sustento familiar, com vistas a contribuir com o debate para responder à problematização: quais textos apresentariam uma abordagem que contribui para a reprodução da ideologia da supremacia masculina, na vida pública e privada? Os recortes privilegiaram uma análise da potencialidade dessas obras para auxiliar na formação das crianças para a igualdade de direitos entre os gêneros. Portanto, delimitamo-nos das abordagens referentes às teorias literárias, na medida em que nos interessa apresentar elaborações, de aspectos sociológicos, do conteúdo das de tais obras. O debate sobre igualdade de direitos, no âmbito das especificidades das mulheres, ainda não faz parte nem das bases comuns curriculares, nem dos documentos oficiais, que têm orientado os currículos. Evidenciamos que as obras de literatura para crianças, que tocam na questão do trabalho feminino, frequentemente reproduzem padrões de comportamento supremacistas masculinos e fixam a mulher no papel social de cuidadora e protetora, reclusa ao ambiente doméstico, em contradição com os requisitos do capital, que desde o início da industrialização, tem derrubado todas as barreiras de idade, sexo, condições de saúde para intensificar a exploração do trabalho. La reproducción de la ideología de la supremacía masculina en la división sexual del trabajo, en la literatura para niños. Con la finalidad de colaborar en el debate relacionado al tema de la explotación femenina mezclada con la opresión de género, en el ámbito del materialismo histórico y dialéctico, nos proponemos a analizar tres libros de los acervos del PNAIC: João e o pé de feijão; Nossa rua tem um problema e As mil e uma histórias de Manoela. El objetivo fue identificar como son descritas las profesiones, las múltiples jornadas, el trabajo doméstico y la participación de las mujeres en el sustento familiar, con la finalidad de contribuir con respuestas a la problemática: ¿Cuáles son los textos que abordan y contribuyen a la reproducción de la ideología de la supremacía masculina en la vida pública y privada? Los recortes privilegiaron un análisis sobre la potencialidad de las obras literarias que auxilien en la formación infantil con igualdad de derecho entre géneros. Por lo tanto, los enfoques fueron limitados con referencia a las teorías literarias en la medida que nos interesa presentar los aspectos sociológicos elaborados a través del contenido de las obras. El debate sobre la igualdad de los derechos en el ámbito de las especificidades de las mujeres ni siquiera forman parte de las bases comunes curriculares, ni de los documentos oficiales que han orientado los currículos. Evidenciamos que las obras literarias infantiles que abordan los temas relacionados al trabajo femenino son poco comunes, es frecuente la reproducción sobre los patrones de comportamiento sobre la supremacía masculina e proyectan a la mujer en el papel social de cuidadora y protectora reclusa al ambiente doméstico, contradiciendo los requisitos del capital, que desde el inicio de la industrialización han derrumbado todas las barreras, como la edad, sexo, condiciones de salud, para intensificar la explotación del trabajo. Palabras clave: Derecho de las mujeres. Literatura infantil. Trabajo femenino. The reproduction of the ideology of male supremacy in the sexual division of work, in the literature for children. To contribute with them discussion about the theme of exploitation combined with gender oppression of women, under an historic and dialectic materialist point of view, we propose to analyze the content of three books from PNAIC’s (National Pact for Literacy at the Right Age): Jack and the beanstalk; Our street has a problem and The thousand and one stories of Manuela. Our aim was to identify how the professions, the multiple journeys, the housework, and the participation of women in the family are portrayed, to contribute to answer to the problematic: which texts would present an approach that contributes to the reproduction of the ideology of male supremacy in public and private life? The selection of these stories had privileged an analysis of the potential of literary works to assist in the training of children for equal rights between genders. Therefore, we limited ourselves to approaches referring to literary theories, insofar as we are interested in presenting elaborations of sociological aspects of the content of the works. The discussion about equal rights in the context of the specificities of women is still not part of the common curriculum bases nor of the official documents that have guided the curricula. We show that the literature works for children that touch on the issue of female labor are not so common, moreover, they frequently reproduce male supremacist behavior patterns and fix women in the social role of caregiver and protector, reclusive to the domestic environment, in contradiction with the requirements of capitalism, that since the beginning of industrialization, it has broken down all barriers of age, sex, and health conditions to intensify the of work. Keywords: Woman’s rights. Children’s literature. Women’s work

Industrial Policy and Promising Niches in Morocco. A Quantitative Analysis

Since 2000, Morocco has launched important institutional and economic reforms based on strategies to correct market failures in important sectors of the economy. These strategies have included tax exemptions and other financial incentives, facilitating access to land and simplifying administrative procedures, and launching major public infrastructure projects, all of which have combined to create a new investment dynamic in strategic sectors such as agriculture, industry, and energy. These efforts have affected many sectors: the Azur Vision 2020 plan for tourism, the Green Morocco Plan for agriculture, the Halieutis 2020 Plan for fishing, Maroc Plus Export for export, the Emergence Plan (2005) for industry followed by the National Pact for Industrial Emergence, 2009-2015 and the new Industrial Acceleration Plan, 2014-2020. For example, to support the new Industrial Acceleration Plan, the government has provided a grant, a financial support of about 2% of GDP over 6 years. The government has also offered ad hoc support to attract foreign investors in large private projects likely to generate significant positive externalities. One example is the project to set up a Renault Company plant in Tangiers, which aims to produce and export 400,000 cars per year (World Bank, 2017).This note highlights the industrial sectors that can offer the best potential for growth, attract private investors and contribute to the creation of decent jobs. It will also identify ways to accelerate investment in Morocco. These industrial investments may include purely private investments or those made with the support of international financial institutions. The note analyzes investment and sectoral integration opportunities using the input model (outputs and employment elasticity indicators), the evaluation of the industrial acceleration plan, and sets out the measures taken by the CVE to promote VSEs. Only one classic sector is selected is highlighted for their investment potential and their commitment to reform in the sectors. It is the food industry.The note follows the diagram below:1) An introduction to the economic, political and social frameworks, including key indicators 2) A sector analysis to identify one to three sectors that are likely to be the subject of accelerated investment and in which reforms will have a particularly high chance of improving the business and investment climate and having an impact on development. 3) A mapping of the most relevant initiatives, technical assistance, grants and loans, and investments by donors and other stakeholders, such as development finance institutions. In the selected sector(s).4) An analysis of the existing reform agenda in the respective sector(s) and the identification of areas where there is a high likelihood of effective cooperation to support the implementation of these reforms.

Theoretical-critical dialogues on authoritary membership and evaluation at PNAIC

The National Pact for Literacy at the Right Age (PNAIC) aims to alphabetize children until the third year of elementary school. It is subdivided into four axes: Continuing education, Teaching materials, Systematic evaluation, and Management, mobilization and social control. This paper focuses on the axis entitled Management, mobilization and social control, and aims to assess the way the subjects join the program, how they are evaluated, and how they evaluate the PNAIC. In order to analyze the teachers’ adhesion to the Program, four teachers from a school in Ladário-MS, participants of the PNAIC, are interviewed. The methodology adopted is the case study, with semi-structured interviews. Critical Theory is used as reference. The study concludes that teachers may not assess the Program in a negative way. The evaluation system includes questions with multiple answers, none of which leads to negative opinions about the Program. Regarding their participation, teachers do not have the autonomy to choose whether they want to join the Program or not.

O Pacto Nacional Pela Alfabetização na Idade Certa: Reflexões Sobre a Formação Docente

O presente trabalho apresenta uma análise reflexiva do Programa Federal, Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC, na formação docente. Trata-se de uma pesquisa que surge a partir da seguinte problemática: o processo formativo oriundo do PNAIC tem contribuído para práticas diferenciadas de professores do ciclo de alfabetização? Qual a importância dessa qualificação profissional (PNAIC) para a formação docente? Assim, quanto aos procedimentos metodológicos a pesquisa é de abordagem qualitativa, quanto aos fins é exploratória e quanto aos meios bibliográfica, fundamentada, principalmente, nos documentos legais que regulamentam o Programa, além de autores tais como: Vygotsky (1989), Ferreiro e Teberosky (1984), Tardif (2012) e Nóvoa (1992), entre outros. Embora o PNAIC seja fundamentado em quatro eixos - formação continuada de professores; materiais didáticos e pedagógicos; avaliação; gestão, controle social e mobilização – a presente investigação tomou como foco principal o eixo da formação de professores, para os quais os demais se direcionam. Assim, destacam-se no Programa: a ênfase do trabalho do professor a partir de uma perspectiva reflexiva; as propostas de ensino centradas em um material pedagógico diversificado e lúdico; a importância da heterogeneidade de saberes. Por fim, nota-se, que o PNAIC enquanto Política Pública contribuiu significativamente no que diz respeito a repensar as práticas do professor alfabetizador visto que trouxe em pauta, temáticas pouco exploradas e até mesmo desconhecidas por muitos profissionais. Entretanto, também foi possível perceber as fragilidades do Programa, o que decorre do fato de ser um Programa Federal, sujeito às decisões políticas e econômicas. Palavras-chave: Educação Básica. Alfabetização. Formação de Professores. Abstract The following article presents an analysis on the Federal Program, National Pact for the Literacy at the Right Age – PNAIC, teacher training. It is a research that arises from the following problem: has the formative process coming from PNAIC contributed to differentiated practices of teachers of the literacy cycle? How important is this professional qualification (PNAIC) for teacher education? Thus, as for the methodological procedures the research is qualitative approach, the ends are exploratory and the bibliographic means, based mainly on the legal documents that regulate the Program, besides authors such as: Vygotsky (1989), Ferreiro and Teberosky (1984), Tardif (2012) and Nóvoa (1992), among others. Although PNAIC is based on four axes - continuing teacher education; didactic and pedagogical materials; evaluation; management, social control and mobilization - this research has focused on the axis of teacher education to which the others are directed. Thus, the following stand out in the Program: the emphasis of the teacher's work from a reflective perspective; teaching proposals centered on a diversified and playful pedagogical material; the importance of knowledge heterogeneity. Finally, it should be noted that the PNAIC as a Public Policy contributed significantly to rethink the practices of the literacy teacher as it brought to the agenda, themes little explored and even unknown to many professionals. However, it was also possible to perceive the weaknesses of the Program, which stems from the fact that it is a Federal Program, subject to political and economic decisions. Keywords: Basic education. Literacy. Teacher training.

Leitura Deleite: o que Pensam os Professores do Ciclo Básico de Alfabetização

Esta pesquisa apresenta uma reflexão sobre a Leitura Deleite, atividade amplamente divulgada no Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC. O interesse por esta temática surgiu durante a pesquisa de mestrado, em que foi observada na sala de aula a prática de Leitura Deleite. Esta entendida como uma estratégia que possibilita o despertar do prazer e reflexão sobre o que é lido, sem se preocupar com a questão formal da leitura e escrita. Nesse enfoque se buscou investigar se as docentes sabem o que é a Leitura Deleite e como a desenvolvem em sala de aula. Para tanto, foi realizada uma pesquisa de natureza qualitativa, que se desenvolveu em duas escolas públicas da rede municipal de Várzea Grande-MT. As docentes participantes responderam a um questionário, contendo cinco questões, além disso, foi realizada a observação em sala de aula. Os resultados apresentaram que as professoras conhecem substancialmente o processo de trabalhar com a Leitura Deleite, em virtude da formação do PNAIC, no entanto, a prática ainda está muito atrelada em elaborar e responder perguntas feitas pelas professoras. Acredita-se que as docentes precisam refletir mais sobre a sua própria concepção de leitura e de leitor, para possibilitar o intercâmbio com os alunos nesse processo de “conversar” com o texto, que não é ler só por ler, é ler por prazer, buscando sentido. Palavras-chave: Leitura. Ensino. Pacto Nacional pela Alfabetização na Idade Certa- PNAIC. Abstrac This research presents a reflection on Delightful Reading, an activity widely disseminated in the National Pact for Literacy at the Right Age - PNAIC. The interest for this theme arose during the master's research in which the practice of Deleite Reading was observed in the classroom. This is understood as a strategy that enables the awakening of pleasure and reflection on what is read without worrying about the formal issue of reading and writing. In this approach, it was sought to investigate whether teachers know what Deleite Reading is and how it is developed in the classroom. To this end, a qualitative research was carried out in two public schools in the municipal network of Várzea Grande-MT. The participating teachers answered a questionnaire containing five questions, in addition, classroom observation was carried out. The results showed that the teachers know substantially the process of working with the Deleite Reading, due to the PNAIC formation, however, the practice is still very tied in elaborating and answering questions asked by the teachers. It is believed that teachers need to reflect more on their own conception of reading and of the reader, in order to enable exchange with students in this process of "talking" with the text which is not just reading, but reading for pleasure, seeking meaning. Keywords: Reading. Teaching. National Pact for Literacy at the Right Age - PNAIC.

O conceito de habitus em Pierre Bourdieu: possibilidade de estudo na política de formação continuada do Pacto Nacional pela Alfabetização na Idade Certa

Based on the concepts of Pierre Bourdieu’s praxiology, this study proposes to present a discussion on the constitution of a habitus in continuous education of literacy teachers, based on the data from the research Continuous Training in National Pact for Literacy at Right Age - PNAIC - and the practice of literacy teachers in the city of Rio Azul – PR (Formação Continuada no Pacto Nacional Pela Alfabetização na Idade Certa – PNAIC – e a prática dos professores alfabetizadores no município de Rio Azul – PR), de Pires (2016), presented to the Stricto Sensu Graduate Program in Education at the Universidade Estadual do Centro Oeste - UNICENTRO. Such discussion took place from the voices and facts that influenced the implementation of PNAIC (context of influence), from the speeches contained in legal documents that materialized this policy (context of text production) and from the speeches of literacy teachers and study advisers of PNAIC (context of practice). Habitus is the generating and unifying principle that translates the intrinsic and relational characteristics of a position in a univocal lifestyle, that is, in a univocal range of choices, goods and practices. From the results, it was verified that the promising speeches of the policy of continuous education of PNAIC and the mention of the literacy teacher as the main and determining character in the literacy process constitute a habitus that meets the internal needs of the political field.

779. Impact of updated IDSA practice guidelines on the treatment of Clostridium difficile infections in the United States

Background IDSA published updated practice guidelines for C. difficile infections (CDI) in February 2018. Since publication of previous CDI guidelines in2010, randomized clinical trials (RCTs) have demonstrated benefit of oral (po) vancomycin or fidaxomicin over metronidazole in at least some types of CDI. Updated guidelines endorsed vancomycin or fidaxomicin as recommended treatment for initial and recurrent nonfulminant CDI episodes, and vancomycin as treatment for fulminant CDI. We studied the use of po vancomycin, fidaxomicin and metronidazole in the United States before and after publication of updated guidelines. Methods We obtained US antibiotic prescription data (IQVIA, Durham, NC) since 2013, and used standard dosing regimens for treatment of initial CDI to estimate numbers of infections treated with different agents. Po vancomycin and fidaxomicin are used exclusively against known or suspected CDI. Metronidazole is used to treat CDI and other infections. IQVIA data do not capture indications for prescriptions. Results Treatment courses of po vancomycin and fidaxomicin increased by 45% (n = 126,729 increase) and 44% (n = 11,243 increase), respectively, over the 12 months after publication of the updated CDI guidelines compared with 12 months before publication (Figure, second arrow; Table). Increased use of both agents was evident in the first month after guidelines were published. Over the same 12 month periods, treatment courses of po metronidazole decreased by 3% (190,430 decrease). In comparison, treatment courses of po vancomycin increased by 24% (n = 47,219 increase) over the 12 months after publication of the multi-national PACT study in August 2014 (Figure, first arrow), which demonstrated superiority of vancomycin over metronidazole. Since 2013, there were no significant increases in the use of fidaxomicin until publication of the updated guidelines. Conclusion Updated IDSA guidelines have had a major impact on treatment of CDI in the US. RCT data used for guideline updates have been available since 2007–14 and 2011–12 for po vancomycin and fidaxomicin, respectively. IDSA should provide more timely updates to practice guidelines as new data emerge. Annual or bi-annual updates posted in electronic or other nontraditional formats may be more efficient than publishing long-form articles. Disclosures All authors: No reported disclosures.

A estatística no ciclo de alfabetização: formação continuada e mobilização de conhecimentos para o ensino

Resumo: Nesse trabalho analisamos a formação continuada oferecida pelo Pacto Nacional de Alfabetização na Idade Certa (Pnaic) e os avanços nos conhecimentos das professoras cursistas para o ensino da Estatística. Este estudo possui natureza qualitativa. Para nossa investigação realizamos a Análise Documental dos cadernos de formação do Pnaic e dos portfólios de cinco professoras que participaram do curso de formação do Pnaic em 2014, essas docentes atuavam num mesmo município. Os dados que surgiram foram confrontados e explorados com a utilização da Análise do Conteúdo. Verificamos que o Pnaic apresentou uma proposta promissora de formação para o ensino de Estatística. Nos porfólios são perceptíveis os indícios de avanços dos conhecimentos das professoras para o ensino da Estatística. Ao analisarmos o material de formação e os registros das alfabetizadoras nos portfólios observamos que a proposta do Pnaic foi bem recebida pelas docentes. Também são apresentados indícios de desenvolvimento profissional. Palavras-chave: Formação de professores; Educação Estatística; Pacto nacional de Alfabetização na Idade Certa; Conhecimento para o Ensino; Formação Continuada. Statistics in the literacy cycle: continued training and mobilization of knowledge for teaching Abstract: In this paper we analyze the continuing education offered by the National Pact of Literacy in the Right Age (Pnaic) and the advances in the knowledge of female teachers for the teaching of Statistics. This study has a qualitative nature. For our investigation we carried out the Documentary Analysis of the Pnaic training books and the portfolios of five teachers who participated in the Pnaic training course in 2014, these teachers were in the same municipality. The data that emerged was confronted and exploited with the use of Content Analysis. We verified that the Pnaic presented a promising proposal of training for the teaching of Statistics. In the porfólios the indications of advances of the knowledge of the teachers for the teaching of Statistics are perceptible. When analyzing the training materials and the records of the literacy teachers in the portfolios, we observed that the Pnaic proposal was well received by the teachers. There are also indications of professional development. Keywords: Teacher training; Statistical Education; National Pact of Literacy in the Right Age; Knowledge for Teaching; Continuing Education.