ABSTRACT
Schools are formal educational spaces susceptible to promoting both inclusion and socio-educational exclusion strategies. In this contribution, part of a broader project, we intend to recognize and understand the socio-pedagogical strategies consistent with the principles of the culture ofpeace that are promoted in a school constituted as a Learning Community, in a context of cultural diversity and social vulnerability. For this we follow a qualitative methodology, of a phenomenological-ethnographic nature, with a case study approach. The interest groups of the school community actively participated as informants through interviews, questionnaires and focus groups which, together with participant observation, were the data collection techniques used. The results show an estimable knowledge about inclusive education, equality and culture of peace by students and teachers. It highlights their involvement in promoting cooperative spaces for a dialogue approach to conflicts stands out, as well as its efforts to maintain a high level of participation in activities despite pandemic restrictions, analyzing the impact of the digital divide in classrooms and adopting measures in this regard.
ABSTRACT
BACKGROUND: Rapid and simple serological assays for characterizing antibody responses are important in the current COVID-19 pandemic caused by SARS-CoV-2. Multiplex immunoblot (IB) assays termed COVID-19 IB assays were developed for detecting IgG and IgM antibodies to SARS-CoV-2 virus proteins in COVID-19 patients. METHODS: Recombinant nucleocapsid protein and the S1, S2 and receptor binding domain (RBD) of the spike protein of SARS-CoV-2 were used as target antigens in the COVID-19 IBs. Specificity of the IB assay was established with 231 sera from persons with allergy, unrelated viral infections, autoimmune conditions and suspected tick-borne diseases, and 32 goat antisera to human influenza proteins. IgG and IgM COVID-19 IBs assays were performed on 84 sera obtained at different times after a positive RT-qPCR test from 37 COVID-19 patients with mild symptoms. RESULTS: Criteria for determining overall IgG and IgM antibody positivity using the four SARS-CoV-2 proteins were developed by optimizing specificity and sensitivity in the COVID-19 IgG and IgM IB assays. The estimated sensitivities and specificities of the COVID-19 IgG and IgM IBs for IgG and IgM antibodies individually or for either IgG or IgM antibodies meet the US recommendations for laboratory serological diagnostic tests. The proportion of IgM-positive sera from the COVID-19 patients following an RT-qPCR positive test was maximal at 83% before 10 days and decreased to 0% after 100 days, while the proportions of IgG-positive sera tended to plateau between days 11 and 65 at 78-100% and fall to 44% after 100 days. Detection of either IgG or IgM antibodies was better than IgG or IgM alone for assessing seroconversion in COVID-19. Both IgG and IgM antibodies detected RBD less frequently than S1, S2 and N proteins. CONCLUSIONS: The multiplex COVID-19 IB assays offer many advantages for simultaneously evaluating antibody responses to different SARS-CoV-2 proteins in COVID-19 patients.