epilepsia]]> neurocisticercosis]]> Jujuy]]> epilepsy]]> neurocysticercosis]]> Jujuy]]> This is a descriptive study. The samples were occasional and were obtained on Wednesdays at the neurology outpatient clinic during the period 1994–1996. The results correspond to 75% of the evaluated population, 215 patients, of whom 91, or 42.32%, had positive serology.
The places of origin of this population were identified, showing internal migration for work-related reasons. The admission diagnoses were varied, and measures to be taken in the area are suggested. The bibliographic search was carried out mainly using Latin American and international authors.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> medicina alternativa]]> medicina convencional]]> impacto]]> integración]]> alternative medicine]]> conventional medicine]]> impact]]> integration]]> Materials and Methods: To evaluate physicians’ behavior, a meta-analysis of 17 relevant surveys on the topic was carried out. A bibliometric methodology was used to estimate the magnitude of ACM literature, classified according to the MeSH thesaurus, in the entire MEDLINE database and for the years 1985 and 1999.
Results: Out of a total of 5577 respondents, the response rate was 65.8%. In four surveys, 57% of physicians reported using some form of ACM. In thirteen surveys, 62.5% of physicians had referred patients; in seven surveys, 23% practiced some form of ACM; and in three surveys, 26.5% had received training in some form of ACM. Citations on ACM represent approximately 0.42% of the MEDLINE database, and an increase in ACM publications was observed between 1985 and 1999.
Discussion and Conclusions: According to the results of this study, there is clear evidence of a significant impact and integration of ACM within the CM system. This is reflected both in physicians’ generally positive attitudes toward these practices and in the increased number of publications on this topic cited in the MEDLINE database. Different aspects of this integration are discussed, and an agenda of topics to be examined in order to promote it is proposed.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> SIDA]]> prevención]]> educación]]> AIDS]]> prevention]]> education]]> The specific objectives were: a) to design educational actions capable of generating preventive attitudes in the community; b) to train interdisciplinary teams able to develop educational strategies; c) to use non-conventional media in order to reach the entire community with the information necessary to promote preventive attitudes; and d) to disseminate the program through university extension activities. The implementation of the program involves the differentiation and articulation of the following areas: a) Research; b) Centralization of Information and Dissemination; c) Educational Actions; and d) Educational Technology.
Conclusions: The data from our initial inquiries indicate that preventive actions based solely on information, and even those that reach the level of communication, are insufficient given the complexity of the issue. Therefore, campaigns must be designed and evaluated from a scientific standpoint, that is, by recording all variables, including desires, fears, denials, and the ways in which these influence the persistence of non-preventive behaviors despite high levels of information.
On the basis of these inquiries, we have designed our proposals throughout the ten years of existence of the program. In some instances, we have been able to develop and evaluate them; in others, the question of their validity has remained unresolved.
Difficulties have permanently hindered our work. These difficulties have originated not only in the lack of resources, but above all in behaviors of avoidance, denial, and disqualification, which explains why the work has continued in cycles. Reaffirming some of the conclusions of our research, higher levels of information are not sufficient to produce behavior more adaptive to this problem, not even among education and/or health teams.
Through calls for project competitions from different institutions, such as UNESCO, the University, the National Ministry of Health, the Ministry of Education, CONICET, or through direct requests, as in the case of the European Community, the continuity of the program has proceeded unevenly from project to project.
Since 1990, when UNESCO supported our program, the University has followed an interesting path in the area of extension. However, current needs require us to advance much further in that direction.]]> Conclusiones: Los datos de nuestras incipientes indagaciones nos indican que las acciones de prevención solo sostenidas en la información, y aun las que llegan a la comunicación, son insuficientes frente a la complejidad de la cuestión. Por tanto, las campañas requerirán ser diseñadas y evaluadas desde una actitud científica, esto es, ejerciendo registro de todas las variables, incluso de aquellas como los deseos, miedos, negaciones... y de cómo éstas influyen en la perseverancia de comportamientos no preventivos a pesar de altos niveles de información (1995).
De estas indagaciones partimos para diseñar nuestras propuestas a lo largo de los 10 años de existencia de nuestro programa. En algunas instancias hemos podido desarrollarlas y evaluarlas, y en otras nos hemos quedado con la incógnita de si esta era válida.
Las dificultades entorpecieron permanentemente nuestra labor, las que no solo tuvieron su origen en la falta de recursos, sino sobre todo en comportamientos de huida, negación y descalificación; lo que explica por qué el trabajo tiene continuidad por ciclos. Reafirmando algunas de las conclusiones de nuestros trabajos de investigación: los niveles superiores de información no son suficientes para un comportamiento más adaptativo a esta problemática, ni siquiera para el equipo de educación y/o salud.
Por medio de las convocatorias a concursos de proyectos, de distintas entidades: UNESCO, Universidad, Ministerio de Salud de la Nación, Ministerio de Educación, CONICET, o por solicitud directa, tal el caso de la Comunidad Europea; la continuidad del programa se da a saltos, de proyecto a proyecto.
En la Universidad se ha recorrido desde el año 1990 (momento en que UNESCO apoyó nuestro Programa) un camino interesante en el área de extensión, pero las necesidades están requiriendo que podamos avanzar mucho más en ese sentido.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> salud]]> contenidos escolares]]> Jujuy]]> escuela primaria]]> health]]> school contents]]> Jujuy]]> primary school]]> For this reason, in the present paper I propose to analyze the official documents that currently regulate teaching in primary school, a compulsory and almost universalized level of schooling.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> altura geográfica]]> patrón de crecimiento]]> estado nutricional]]> Jujuy]]> geographical altitude]]> growth pattern]]> nutritional condition]]> Jujuy]]> This paper analyzes the main results obtained through various studies carried out within the program “Native Populations of Northern Argentina: Genetic and Bioanthropological Aspects”, concerning the auxological characteristics of child populations in Jujuy and their relationship to the factor of geographic altitude.
Data on height and weight came from our own surveys and from other institutions. The age groups analyzed ranged from 6 months to 12 years. On the basis of this information, and according to sex, age, and region of residence, Puna, Quebrada, Valle, and Ramal, two anthropometric indicators were analyzed: height-for-age (H/A) and weight-for-age (W/A).
Interregional and interpopulation comparisons using the national standard make it possible to establish a differential regional pattern of child growth among the populations of Jujuy, strongly conditioned by geographic altitude. The consideration of other anthropometric parameters is essential to deepen knowledge of this differential pattern and to corroborate its existence.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> diversidad humana]]> variabilidad genética]]> parámetros demográficos]]> procesos microevolutivos]]> diferenciación poblacional]]> endogamia]]> human diversity]]> genetic variability]]> demographic parameters]]> microevolutionary processes]]> population differentiation]]> endogamy]]> Environmental and topographic characteristics may determine the isolation and adaptation of populations, leading to genetic differentiation. In order to test this relationship, genetic variables and demographic parameters were considered.
In the Puna, erythrocyte groups were analyzed in Santa Rosa de los Pastos Grandes, Tolar Grande, and Cobres; leukocyte groups in Cobres; constitutive heterochromatin in Tolar Grande and Cobres; and STRs in San Antonio de los Cobres and Cobres. In addition, indicators of Genetic Demography were considered in Santa Rosa de los Pastos Grandes, Tolar Grande, Olacapato, San Antonio de los Cobres, and Cobres. In the Lerma Valley, demographic-genetic parameters were estimated in San Agustín and Chicoana, while in the Chaco constitutive heterochromatin was analyzed. Data from Matson et al. (1969) and Pagés Larraya (1978), referring to erythrocyte groups from the Calchaquí Valley and the Chaco, were also incorporated into the analysis.
The microevolutionary processes studied, Natural Selection, Genetic Drift, and Gene Flow, were examined through measures of intra- and interpopulation genetic variability, Indices of Opportunity for Natural Selection, and coefficients of inbreeding and reproductive isolation. The results show strong and continuous contact among populations, moderate differentiation, and, in some cases, high inbreeding.]]> Las características ambientales y topográficas pueden determinar el aislamiento y la adaptación de las poblaciones provocando su diferenciación a nivel genético. Para poner a prueba esta relación, se consideraron variables genéticas y parámetros demográficos.
En la Puna se analizaron los grupos eritrocitarios (Santa Rosa de los Pastos Grandes, Tolar Grande y Cobres) y leucocitarios (Cobres), heterocromatina constitutiva (Tolar Grande y Cobres) y STRs (San Antonio de los Cobres y Cobres) además de indicadores de Demografía Genética (Santa Rosa de los Pastos Grandes, Tolar Grande, Olacapato, San Antonio de los Cobres y Cobres). En el valle de Lerma se estimaron los parámetros demográfico-genéticos (San Agustín y Chicoana) y en el Chaco se analizó la heterocromatina constitutiva. Asimismo, se incorporaron al análisis los datos de Matson et al. (1969) y Pagés Larraya (1978) referentes a grupos eritrocitarios del Valle Calchaquí y el Chaco.
Los procesos microevolutivos estudiados (Selección Natural, Deriva Génica y Flujo Génico) a partir de medidas de variabilidad genética intra e interpoblacional, Indices de Oportunidad para la Selección Natural y Coeficientes de Endogamia y Aislamiento Reproductivo evidencian un fuerte y continuado contacto entre las poblaciones, moderada diferenciación y en algunos casos alta endogamia.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> sistema educativo nacional]]> Ley Federal de Educación]]> igualdad de oportunidades]]> escuelas de E.G.B.]]> national education system]]> Federal Education Law]]> equal opportunity]]> E.G.B. schools]]> The objective of this paper is to open a discussion on this proposal by providing empirical information on a specific case.
The methodology follows the approach of analytical ethnography: the importance of recording the concrete details of practices and, at the same time, the presence of a theoretical function for constructing knowledge through the reading and interpretation of what is directly observed, “being there... knowing and understanding the actors...” (Geertz in Beatriz Calvo, 1992).
The results are presented through the discourse of E.G.B. school principals, who contributed their knowledge of the everyday life of schools.
By analyzing the complete web of exogenous and endogenous factors, it is possible to affirm, at least with regard to the school realities studied, that situations of social inequality and the unjust distribution of goods have a very significant impact on students’ learning and on the realization of the transformation that must take place in them through the process of education.
We therefore conclude, always with respect to the cases studied, by affirming the idea that school failure is not produced solely by the internal functioning of the system, but rather is the product of prevailing social patterns; that is, of the influence of factors arising from the broader socioeconomic context. Educational change makes sense as part of a broader process of socio-political change (J. C. Tedesco, 1986, p. 96).]]> El objetivo de esta comunicación es abrir la discusión acerca de esa propuesta aportando información empírica sobre un caso.
La metodología emplea la modalidad presentada por la etnografía analítica: la importancia del registro del detalle concreto de las prácticas y a la vez la presencia de la función teórica para construir el conocimiento desde la lectura y la interpretación de algo directamente observado, “estar allí... conocer y entender a los actores...” (Geertz en Beatriz Calvo, 1992).
Los resultados se muestran desde el discurso de los directores de las escuelas de E.G.B. que aportaron su conocimiento de la cotidianeidad de la vida escolar.
Al analizar la trama completa de factores exógenos y endógenos se puede afirmar, al menos para las realidades escolares conocidas, que las situaciones de desigualdad social, de injusta distribución de los bienes gravitan en forma muy importante en los aprendizajes de los alumnos y en la concreción de la transformación que debe realizarse en ellos en el proceso de su educación. Concluimos entonces, afirmando, siempre respecto a los casos conocidos, la idea de que el fracaso escolar no se produce solamente por el funcionamiento interno del sistema sino que más bien es el producto de los patrones sociales vigentes, es decir, por el influjo de factores que provienen del contexto socio – económico global. El cambio educacional tiene sentido como parte de un proceso global de cambio político social. (J. C. Tedesco, 1986, pág. 96).]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> jóvenes]]> democracia]]> participación política]]> patrones delegativos]]> ciudadanía de baja intensidad]]> representaciones]]> cultura democrática]]> socialización]]> sufragio]]> apatía]]> youth groups]]> democracy]]> political participation]]> delegative patterns]]> low intensity citizenship]]> representations]]> democratic culture]]> socialization]]> suffrage]]> apathy]]> Our adherence to a qualitative perspective supports our interest in apprehending the representations of “democracy” and “political participation” present among young people from Córdoba, as well as the relationship they establish between both concepts.
Through in-depth interviews, and taking into account the conditions of discursive production indicated by Bourdieu and Foucault in order to understand the statements of our informants, we arrived at the following interpretations:
- a theoretical association between “democracy”, positively valued, and the ideas of freedom and equality, although distorted in practice by clientelism and corruption;- the meaning of “political participation” as an experience of learning and cooperation, sustained by personal responsibility and commitment, and strongly linked to electoral processes and “control”; nevertheless, it appears relativized by the lack of interest in effectively exercising it;- the consideration of participation as a founding element of democracy, although concretely discouraged by widespread discredit toward “politics”.
In conclusion, the conceptual positions assumed by young people can be distinguished from the motivations that guide their political behavior. Even so, the conjunction of both concepts in youthful convictions remains encouraging.]]> La adscripción a una perspectiva cualitativa sustenta nuestro interés en la aprehensión de las representaciones sobre «democracia» y «participación política» presentes en los jóvenes cordobeses, y de la vinculación que establecen entre ambos conceptos.
A partir de la realización de entrevistas en profundidad y atendiendo a los condicionantes de la producción discursiva señalados por Bourdieu y Foucault en la comprensión de los dichos de nuestros informantes, pudimos arribar a las siguientes interpretaciones:
- asociación teórica entre «democracia», positivamente valorada, y las ideas de libertad e igualdad; aunque distorsionadas en la práctica por clientelismo y corrupción.- significación de la «participación política» como una experiencia de aprendizaje y cooperación; sustentada en la responsabilidad y compromiso personales, y fuertemente vinculada a los procesos electorales y el «control» (no obstante, aparece relativizada por la falta de interés en ejercerla efectivamente).- consideración de la participación como elemento fundante de la democracia, desincentivada en concreto por un descrédito generalizado hacia «la política».
En conclusión, las posiciones conceptuales que los jóvenes asumen resultan distinguibles de las motivaciones que orientan su comportamiento político. Aun así, no deja de ser alentadora la conjunción de ambos conceptos en las convicciones juveniles.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> adaptation]]> biology and culture]]> biosocial distress]]> early Spanish contact]]> adaptación]]> biología y cultura]]> contacto hispano-indígena]]> tensión biosocial]]> Different burial modalities, funerary inclusions, the osteological manifestations of the individuals, intrasite spatial relationships, and possible chronological differences are described, discussed, and preliminarily interpreted. Their implications are considered in terms of biocultural adaptation and physiological responses to situations of biological and sociocultural stress.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2005-11-20]]> application/pdf]]> funerary archaeology]]> lifestyle]]> NW Argentina]]> human osteology]]> Pucará de Yacoraite]]> arqueología funeraria]]> estilo de vida]]> NOA]]> osteología humana]]> Pucará de Yacoraite]]> The aim is to characterize the lifestyle of these individuals, taking into account the possible relationships between subsistence economy and degree of adaptation to the environment. Individual assignment of skeletal elements was carried out using abundance indicators. Sex and age-at-death estimations were made in order to generate, for exploratory purposes, a demographic profile of the settlement. Stature estimation and the analysis of osteopathological markers also made it possible to characterize the group biologically.
The results indicate a total of forty-eight individuals of both sexes, with medium to low adult stature. Age-at-death data reflect high pre- and perinatal mortality, as well as a peak of adult mortality between twenty and thirty years of age. A socially constrained situation is inferred, involving vigorous use of the body, without marked differences between the sexes.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2005-11-20]]> application/pdf]]> geoarchaeology]]> Condorhuasi]]> Alamito]]> functionality]]> pedology]]> geoarqueología]]> Condorhuasi]]> Alamito]]> pedología]]> funcionalidad]]> This work is approached from a geoarchaeological perspective that seeks to contribute to archaeological interpretations. Accordingly, the thematic axes considered were the factors associated with preferences in the selection of settlement locations and the specific characteristics these places present. A pedological analysis was also carried out both outside and inside the enclosures in order to determine similarities and differences between them. Finally, the associated cultural elements were assessed.
The evidence analyzed allows us to conclude that these enclosures may have functioned as domestic units, since the arrangement and association of certain materials suggest that these structures concentrated domestic activities.]]> Este trabajo se abordará desde una perspectiva geoarqueológica que procura contribuir con las interpretaciones arqueológicas. De esta manera, se tomaron como ejes temáticos los factores asociados a las preferencias en la selección de los lugares de asentamiento y las características específicas que estos presentan y, además, un análisis pedológico tanto en el exterior como interior de los recintos, con el fin de determinar similitudes y diferencias entre ellos. Por último, la valoración de los elementos culturales asociados.
Las evidencias analizadas permiten concluir que estos recintos pudieron haber funcionado como unidades domésticas, ya que la disposición y asociación de ciertos materiales nos permite suponer que estos elementos funcionan como estructuras que concentran actividades domésticas.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2005-11-20]]> application/pdf]]> peasant knowledge]]> archaeological method]]> archaeological landscape]]> Tebenquiche Chico]]> campesinos]]> metodología arqueológica]]> paisaje arqueológico]]> saberes]]> Tebenquiche Chico]]> But the landscape could well be otherwise, and this is the direction taken in this paper. The landscape may not be a thing, an object of reality waiting to be observed. It could instead be understood, at least in part, as a representation. In that case, the landscape would not be observed through non-destructive techniques, but through a constructive and dialogic methodology in the course of which observations, interpretations, and representations are created, both as an imaginary reality and within the imagination of reality.
First, we present a historical reconstruction of the representations of a single archaeological locality, Tebenquiche Chico, Antofagasta de la Sierra, Catamarca, Argentina. Over the last eight decades, these representations have involved different surface dialogues, including and producing different subjects, techniques, and interpretations. The surfaces created through this history involve representing a landscape in terms of its active existence in the past, with the risk of transferring the possibilities and modes of knowing the landscape to the idea of it as an entity of reality.
In order to reduce that risk, we then examine what every construction of landscape entails: how place is lived in time. The tensions created between structures and practices, when relocated in time from the static condition of the landscape, ultimately make it possible to understand the hybridity of landscape, since it is both representation and not representation, and its one-dimensionality, since it speaks primarily of the spatialization of practices.
Thus, the archaeological landscape, as a reality of the past—theory—and as a construction of the present—methodology—acquires, by mapping the future, its political dimension when it is understood within the flow of dialogues on the surface of time.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2005-11-20]]> application/pdf]]> modos educativos de transmisión]]> psicodiagnóstico]]> estrategias docentes]]> modes of educational transmission]]> psychodiagnosis]]> teaching strategies]]> The objectives are to examine two modes of transmission used in the teaching of Psychodiagnosis from the 1960s to the present, to characterize and compare them, taking into account the formative commitments derived from them and the contexts in which they emerged.
The so-called traditional teaching model and distance education are analyzed in terms of roles, communication, class organization, and mode of transmission. The historical overview shows the persistence of the didactic mode during the early years of the Psychology program in Tucumán. In this mode of transmission, the formative commitment refers to the way in which the teacher transmits knowledge; it is the teacher who sustains the basic formative work.
In the 1990s, the curricular mode prevailed, insofar as emphasis was placed on the path traced by each student, the recovery of prior learning, the connection with later stages of the degree program, and professional practice in the local context. At present, although the mode of transmission in Psychodiagnosis is predominantly curricular, it retains features of the didactic mode and incorporates educational technology.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> cultura]]> alfabetización]]> Nazareno]]> culture]]> literacy]]> Nazareno]]> From an action-research methodology, the school received technical collaboration and participation in in situ school practices from a team from the National University of Salta. This team was made up of specialists in education and students from Workshop IV, the final year of the Educational Sciences program.
The aim of the project was to improve oral expression, reading, and writing and to address geographical isolation through the creation of a school radio station. This made it possible to develop communicative competencies through the valuation of the community’s own culture. Accordingly, the preparation of radio scripts and the broadcasts produced by students and community members focused on the cultural events of the area, as well as on educational, informational, and recreational contributions.
The work was developed in four permanently interrelated stages: first, the elaboration of the project through reflection on the real problems of the institution and the community; second, the negotiation and commitment of the team responsible for carrying out the actions; third, the recording of the different actions, including both school tasks and the tasks of the research team; and fourth, reflection on the achievements and limitations of the project in order to generate further improvements.
One year after the implementation of the project, positive results can be observed in the community’s closer relationship with the school, in students’ communication, and in their interest in searching for and systematizing information about culture, reading, and text production.]]> Desde la metodología de investigación-acción, la escuela contó con la colaboración y participación técnica en las prácticas escolares “in situ” de un equipo de la Universidad Nacional de Salta. Formado por especialistas en Educación, alumnos del Taller IV, último año de la carrera de Ciencias de la Educación.
El objetivo del proyecto fue mejorar la expresión oral, la lectura y la escritura, el aislamiento geográfico con la creación de una Radio Escolar. Esto permitió el desarrollo de las competencias comunicativas a partir de la valoración de su propia cultura. Por lo tanto, la elaboración de los guiones radiales y la difusión de los/as alumnos/as y miembros de la comunidad se centraron en los acontecimientos culturales de la zona. También la participación en los aportes educativos, informativos y recreativos.
El trabajo se desarrolló en cuatro momentos que se interrelacionan en forma permanente:
1- La elaboración del proyecto desde la reflexión de las problemáticas reales de la institución, la comunidad.2- La negociación y el compromiso del equipo responsable en la ejecución de las acciones.3- El registro de las diferentes acciones, como de las tareas escolares y de las tareas del equipo de investigación.4- La reflexión partió de los alcances y limitaciones, para generar nuevas mejoras.
A un año de implementación del proyecto, se muestran resultados positivos en el acercamiento de la comunidad a la escuela, la comunicación de los alumnos y el interés por la búsqueda y sistematización de informaciones de la cultura, la lectura y la producción de textos.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]> psicomotricidad]]> sensoriomotricidad]]> atención temprana]]> vínculo]]> discapacidad]]> psychomotricity]]> sensorimotor development]]> early intervention]]> bonding]]> disability]]> The child thus emerges as a project already envisioned in parental anticipations. The pain and excessive suffering caused by the communication of the diagnosis interfere with the adequate construction of this bond. The first task faced by these parents in relation to parenthood will always be to resolve the discrepancy between the idealized image of the child and the real child.
From this point on, recognizing the baby’s identity and autonomy from the earliest age means recognizing the baby as a subject of action and not merely of reaction. It means recognizing that the baby already uses an activity of his or her own, one that identifies him or her. Only by starting from this autonomous activity will it be possible to develop and bring forth the fundamental sensorimotor structures and schemas necessary for motor and cognitive development.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2004-05-30]]> application/pdf]]>