Considering the role of the assassin snail Anentome helena as a biological control of Bithynia siamensis goniomphalos, the first intermediate host of Opisthorchis viverrini

This study aims to investigate whether the assassin snail Anentome helena may serve as a biological control agent of Bithynia siamensis goniomphalos, the 1st intermediate host of Opisthorchis viverrini. Experiments were carried out in the laboratory, and the results found that A. helena showed the variation and selection of mollusc prey. A. helena can consume B. siamensis goniomphalos, which is remarkable because this snail can compete with other snails and could be used as a biological control. The consumption rate of the predator was compared, and it was found that A. helena prefers to consume Indoplanorbis exustus, followed by Pomacea canaliculata, Melanoides tuberculata, Filopaludina sumatrensis speciosa, Lymnaea sp., and B. siamensis goniomphalos. This is the first report of an experimental study controlling B. siamensis goniomphalos using A. helena. Our data imply that A. helena can control the B. siamensis goniomphalos population with good results, especially in the absence of other snail species.

An ornithological inventory in a reforested woodlot in western Paraná state, southern Brazil

This paper presents an ornithological inventory taken between March and December of 2017 in the Brazilian state of Paraná. Although the surroundings contain one relatively well-known location in regard to ornithology, Iguaçu National Park, several other areas merit exploration, among them the Santa Helena Relevant Ecological Interest Area (ARIE-SH). The 1,479 ha ARIE-SH is essentially a large remnant of the Atlantic Forest located adjacent to the city of Santa Helena, Paraná, which commencing in the 1980s has undergone considerable reforestation with both native and exotic species, including fruit species. Prior to censusing bird species and to better characterize the avian community, we conducted a bibliographic review of earlier ornithological studies carried out at ARIE-SH. In addition, we conducted opportunistic and unsystematic observations in nearby locations. We recorded 311 species of birds. During the current inventory, and others conducted in the area since 2016, we recorded six Atlantic Forest endemic species, five species threatened in Paraná, and two globally threatened species. Common species which showed high Index of Frequency in Lists include (in descending order) Basileuterus culicivorus, Leptotila verreauxi, Cnemotriccus fuscatus, Corythopis delalandi, Turdus leucomelas and Arremon flavirostris. Nine species observed while conducting this census (Laterallus exilis, Amazona vinacea, Herpsilochmus longirostris, Campylorhamphus trochilirostris, Casiornis rufus, Campylorhynchus turdinus, Myiothlypis flaveola, Eucometis penicillata and Sporophila palustris) are the first records for this region.(AU)

An ornithological inventory in a reforested woodlot in western Paraná state, southern Brazil

Abstract This paper presents an ornithological inventory taken between March and December of 2017 in the Brazilian state of Paraná. Although the surroundings contain one relatively well-known location in regard to ornithology, Iguaçu National Park, several other areas merit exploration, among them the Santa Helena Relevant Ecological Interest Area (ARIE-SH). The 1,479 ha ARIE-SH is essentially a large remnant of the Atlantic Forest located adjacent to the city of Santa Helena, Paraná, which commencing in the 1980s has undergone considerable reforestation with both native and exotic species, including fruit species. Prior to censusing bird species and to better characterize the avian community, we conducted a bibliographic review of earlier ornithological studies carried out at ARIE-SH. In addition, we conducted opportunistic and unsystematic observations in nearby locations. We recorded 311 species of birds. During the current inventory, and others conducted in the area since 2016, we recorded six Atlantic Forest endemic species, five species threatened in Paraná, and two globally threatened species. Common species which showed high Index of Frequency in Lists include (in descending order) Basileuterus culicivorus, Leptotila verreauxi, Cnemotriccus fuscatus, Corythopis delalandi, Turdus leucomelas and Arremon flavirostris. Nine species observed while conducting this census (Laterallus exilis, Amazona vinacea, Herpsilochmus longirostris, Campylorhamphus trochilirostris, Casiornis rufus, Campylorhynchus turdinus, Myiothlypis flaveola, Eucometis penicillata and Sporophila palustris) are the first records for this region.

An ornithological inventory in a reforested woodlot in western Paraná state, southern Brazil

Abstract This paper presents an ornithological inventory taken between March and December of 2017 in the Brazilian state of Paraná. Although the surroundings contain one relatively well-known location in regard to ornithology, Iguaçu National Park, several other areas merit exploration, among them the Santa Helena Relevant Ecological Interest Area (ARIE-SH). The 1,479 ha ARIE-SH is essentially a large remnant of the Atlantic Forest located adjacent to the city of Santa Helena, Paraná, which commencing in the 1980s has undergone considerable reforestation with both native and exotic species, including fruit species. Prior to censusing bird species and to better characterize the avian community, we conducted a bibliographic review of earlier ornithological studies carried out at ARIE-SH. In addition, we conducted opportunistic and unsystematic observations in nearby locations. We recorded 311 species of birds. During the current inventory, and others conducted in the area since 2016, we recorded six Atlantic Forest endemic species, five species threatened in Paraná, and two globally threatened species. Common species which showed high Index of Frequency in Lists include (in descending order) Basileuterus culicivorus, Leptotila verreauxi, Cnemotriccus fuscatus, Corythopis delalandi, Turdus leucomelas and Arremon flavirostris. Nine species observed while conducting this census (Laterallus exilis, Amazona vinacea, Herpsilochmus longirostris, Campylorhamphus trochilirostris, Casiornis rufus, Campylorhynchus turdinus, Myiothlypis flaveola, Eucometis penicillata and Sporophila palustris) are the first records for this region.

Axiidean ghost shrimps (Decapoda: Axiidae, Callianassidae, Callichiridae, Micheleidae) of the Trindade and Martin Vaz Archipelago, Vitória-Trindade Seamounts Chain and Abrolhos, off southeastern Brazil.

The Trindade and Martin Vaz (TMV) volcanic archipelago is highly isolated, being located some 1200 km off the Brazilian coast and about 4200 km away from the nearest African coast. The only axiidean known from the archipelago is Coralaxius nodulosus (Meinert, 1877), a species extensively reported in the western Atlantic. From 2012 to 2018, 263 SCUBA diving and intertidal samplings were conducted at TMV and yielded 46 axiidean specimens in three species, one of which is a new species: Corallianassa longiventris (A. Milne-Edwards, 1870), Neocallichirus grandimana (Gibbes, 1850), and Fragillianassa joeli sp. nov., a species closely related to F. fragilis (Biffar, 1970). Hitherto unreported specimens from along the Vitória-Trindade Seamounts Chain (VTSC) and the Abrolhos Bank were also included in this report, namely C. nodulosus and Michelea vandoverae (Gore, 1987). The occurrence of M. vandoverae at the Abrolhos Bank extends its range into the southwestern Atlantic. Coralaxius abelei Kensley Gore, 1981 is herein considered a junior synonym of Coralaxius nodulosus (Meinert, 1877). Meinertaxius Sakai, 2011, therefore becomes a subjective synonym of Coralaxius Kensley Gore, 1981. Axiideans from the tropical southern-central Atlantic oceanic islands (Ascension, Fernando de Noronha, Rocas Atoll, Saint Helena, Trindade and Martin Vaz) are listed with their gross distribution in the Atlantic Ocean revealing a strongly depauperate axiidean insular fauna, totaling six species. Except for Axiopsis serratifrons (A. Milne-Edwards, 1873), a pantropical species, the insular southwestern-central Atlantic axiideans are entirely of western Atlantic affinities, with F. joeli sp. nov. being the only endemic so far.

Asteroidea (Echinodermata) from shallow-waters of the remote oceanic archipelago Trindade and Martin Vaz, southeastern Atlantic, with taxonomic and zoogeographical notes.

Trindade and Martin Vaz (TMV) is a highly isolated, oceanic volcanic archipelago located approximately 1200 km off the Brazilian coast and about 4200 km away from the nearest African coast. It has been almost 70 years since the first sea star, "Astropecten sp.", was recorded from Trindade in 1951. In the following years (1955-1971; 2006) six sea star species were added to the archipelago's fauna. After that period, however, research on shallow water echinoderms has not been conducted in TMV and no further sea star species have been recorded from there since. From 2012 to 2019, 263 daytime SCUBA diving and intertidal samplings conducted at TMV yielded 91 lots of sea stars in 7 species: Linckia guildingi Gray, 1840; Oreaster reticulatus (Linnaeus, 1758); Astropecten aff. antillensis Lütken, 1859; Copidaster lymani A. H. Clark, 1948; Luidia alternata alternata (Say, 1825); Mithrodia clavigera (Lamarck, 1816); and Ophidiaster guildingi Gray, 1840. The last five species in this list represent new records to the archipelago, with C. lymani also being the first record of the species in the southwestern Atlantic. Five shallow water species previously known from TMV have not been observed in the present survey: Asterinides folium (Lütken, 1860), Astropecten brasiliensis Müller Troschel, 1842, Astropecten cingulatus Sladen, 1883, Linckia nodosa Perrier, 1875, and Ophidiaster alexandri Verrill, 1915. Twelve sea star species are currently known from shallow waters of TMV.                A list of all sea star species known from shallow waters (intertidal down to 100 meters) of the tropical southern-central Atlantic oceanic archipelagoes and islands (Ascension, Cape Verde, Fernando de Noronha, Gulf of Guinea, Rocas Atoll, Saint Helena, Trindade and Martin Vaz) with their gross distribution in the Atlantic Ocean was compiled in order to explore the existence of patterns of geographic distribution for the shallow water sea star species in the tropical southern-central Atlantic oceanic islands. It has been found that 44% of the species from TMV are of western Atlantic affinity, 33% amphi-Atlantic, and 22% circumtropical in distribution. No endemic sea star species are known from TMV to date. The even more remote Ascension (ASC) and Saint Helena (STH) are more of a mosaic than TMV. The ASC and STH fauna consist of 8 and 11 sea star species, respectively. Their endemic component totals to 25% and 27%, respectively. STH has more amphi-Atlantic and eastern Atlantic sea star species (27% each) than ASC (25% and 12.5%, respectively). Twenty-five percent of the sea star species in ASC are circumtropical in distribution, whereas no circumtropical species have been found in STH. The western Atlantic (WA) component comparatively to the eastern Atlantic (EA) one is of minor significance in STH (18% versus 27%, respectively), whereas the WA and EA components contribute equally to the taxonomic composition in ASC (12.5% each). However, patterns of faunal affinities in both islands are actually taxon-dependent.

Escola ativa no Brasil na obra da psicóloga e educadora Helena Antipoff / Escuela activa en Brasil en la obra de la psicóloga y educadora Helena Antipoff / Active school in Brazil in the work of psychologist and educator Helena Antipoff

Aspectos da circulação e apropriação de ideias e propostas escolanovistas no Brasil são apresentados, por meio do trabalho realizado pela psicóloga e educadora russo-brasileira Helena Antipoff nos cursos de formação para professores do Complexo Educacional da Fazenda do Rosário, em Ibirité, Minas Gerais, no período de 1948 a 1974. Foram coletados depoimentos de ex-alunas encontrados em cadernos de diários arquivados na Fundação Helena Antipoff, em Ibirité/MG, e realizadas entrevistas com ex-participantes dos cursos. Verificou-se que o processo de circulação e recepção de conhecimentos científicos em educação nessa instituição estava sustentado em princípios da Escola Nova e métodos da Escola Ativa, enfatizando a relação teoria-prática, a tomada de decisões com base na observação dos educandos e da situação de ensino, o trabalho em grupo e o self-government. Esses conhecimentos provinham de experiências vivenciadas na Europa pela educadora, e inspiraram a elaboração de propostas educativas originais e adaptadas à realidade encontrada no Brasil.

Aspectos de la circulación y apropiación de ideas y propuestas del movimiento de la Escuela Nueva en Brasil se presentan a través del trabajo de la psicóloga y educadora ruso-brasileña Helena Antipoff en los cursos de capacitación para docentes en el Complejo Educativo Fazenda do Rosário, en Ibirité, Minas Gerais, Brasil, de 1948 a 1974. Se recogieron testimonios de antiguos alumnos en diarios archivados en la Fundación Helena Antipoff, y se realizaron entrevistas con participantes de los cursos. La recepción local de conocimientos científicos en educación se basó en principios de la Escuela Nueva y métodos de la Escuela Activa, enfatizando la relación teoría-práctica, la toma de decisiones basada en la observación de los estudiantes y de la situación de docencia, trabajo en grupo y autogobierno. Este conocimiento provino de las experiencias vividas en Europa por la educadora, e inspiró la elaboración de propuestas originales adaptadas a la realidad encontrada en Brasil.

Aspects of the circulation and appropriation of New Education ideas and proposals are presented through the work done by the Russian-Brazilian psychologist and educator Helena Antipoff in teacher training courses offered at the Fazenda do Rosário Educational Complex, in Ibirité, Minas Gerais, Brazil. from 1948 to 1974. Former students' testimonials were collected in diary notebooks filed at the Helena Antipoff Foundation, and interviews were conducted with former participants of the courses. It was found that the process of circulation and reception of scientific knowledge in education in this institution was based on New Education principles and on Active School methods, emphasizing the theory-practice relationship, decision making based on the observation of students and of the teaching situation, groupwork and self-government. This knowledge came from the experiences lived in Europe by the educator, and inspired the elaboration of original educational proposals adapted to the reality found in Brazil.

Helena Antipoff e a Sociedade Pestalozzi de Minas Gerais: filantropia e ciência em prol dos anormais / Helena Antipoff and Sociedade Pestalozzi of Minas Gerais: philanthropy and science for the abnormal

Resumo A relação entre filantropia, poder público e conhecimento científico é analisada a partir da experiência de Helena Antipoff na Sociedade Pestalozzi de Minas Gerais. Essa instituição promoveu, na primeira metade do século XX, iniciativas de auxílio às crianças "anormais". O apoio às classes especiais, o trabalho do Consultório Médico Pedagógico, a criação da Associação de Assistência ao Pequeno Jornaleiro, as atividades do Instituto Pestalozzi e a Fazenda do Rosário são exemplos de parcerias entre poder público e filantropia. A centralidade do nome de Helena Antipoff na Sociedade Pestalozzi imprimiu na instituição a marca de sua idealizadora. Formada na Europa, mais especificamente no Instituto Jean-Jacques Rousseau, Helena Antipoff conciliou a filantropia e a ciência em prol dos "anormais".

Abstract The relationships between philanthropy, government, and scientific knowledge are analyzed through the experience of Helena Antipoff at the Sociedade Pestalozzi of Minas Gerais. In the first half of the twentieth century, this institution spearheaded welfare initiatives for "abnormal" children. Support for disabled people, the work of the Medical Education Office, the creation of an association for the care of newsboys, and the activities of the Pestalozzi Institute and Fazenda do Rosário farm are examples of partnerships between the authorities and philanthropic organizations. Today, Sociedade Pestalozzi is strongly associated with the identity of its founder. Educated in Europe, at Institut Jean-Jacques Rousseau, Helena Antipoff conciliated philanthropy and science for the good of the "abnormal."

Formação de Professores para a Educação Especial - Propostas de Helena Antipoff e seus Colaboradores na Fazenda do Rosário nos Anos de 1960 / Teacher Education for Special Education - Proposals by Helena Antipoff and her Collaborators in Fazenda do Rosário in the 1960'S

RESUMO: Com base em documentos do Centro de Documentação e Pesquisa Helena Antipoff, apresenta-se estudo de caso do "2º Curso de Férias de Ensino Emendativo para professores de classes especiais e estabelecimentos de crianças excepcionais" realizado em 1962, no Instituto Superior de Educação Rural (ISER), na Fazenda do Rosário, em Ibirité, Minas Gerais, por iniciativa da Sociedade Pestalozzi de Minas Gerais, e coordenado pela educadora Helena Antipoff (1892-1974), com a participação de seus colaboradores locais e convidados de São Paulo e do Rio de Janeiro. A metodologia histórica descritiva foi utilizada para análise das fontes, focalizando os objetivos do Curso, sua organização e as perspectivas teóricas e técnicas que o orientaram, no contexto da história da Educação Especial. Os resultados evidenciam que o Curso, com duração de um mês (26 disciplinas e 215 horas-aula), foi frequentado por 76 normalistas, de nove estados brasileiros. Helena Antipoff e seus colaboradores, inspirando-se nos princípios da Escola Ativa de Genebra, enfatizavam que o conhecimento e a compreensão do educando pelo professor eram pré-requisitos para o sucesso da educação. A observação sistemática era o caminho seguro para conhecer as necessidades e os interesses do estudante e construir instrumentos pedagógicos adequados para cada um. A relação entre teoria e prática era priorizada, as alunas/professoras tinham a oportunidade de aprender vivenciando as técnicas que iriam utilizar com seus futuros alunos. Combinando assim a observação e o know how adquirido, apostava-se na possibilidade de os educadores construírem estratégias e caminhos alternativos para a resolução dos problemas de aprendizagem dos alunos.

ABSTRACT: Based on documents from the Helena Antipoff Documentation and Research Center, a case study is presented of the "2nd Emendative Teaching Summer Course for teachers of special classes and establishments of exceptional children" held in 1962 at the Instituto Superior de Educação Rural (ISER) at Fazenda do Rosário, Ibirité, Minas Gerais, Brazil, an initiative of the Pestalozzi Society of Minas Gerais, coordinated by the educator Helena Antipoff (1892-1974), with the participation of her local collaborators and invited teachers from São Paulo and Rio de Janeiro. The descriptive historical methodology was used to analyze the sources, focusing on the objectives of the Course, its organization and theoretical and technical perspectives, within the context of the history of Special Education. Results show that the Course, with a duration of one month (26 subjects and 215 class hours), was attended by 76 teachers, from nine Brazilian states. Helena Antipoff and her associates, drawing on principles of the Genevan Active School, emphasized that student's knowledge and understanding by teachers were prerequisites for the success of education. Systematic observation was the sure way to know the needs and interests of the learner and to construct appropriate pedagogical tools for each one. The relationship between theory and practice was prioritized, the students/teachers had the opportunity to learn by experiencing techniques they would use with their future students. Combining observation and the know-how acquired in practice fostered the possibility for educators to construct strategies and alternative ways of solving student's learning problems.

Registro ágil de productos médicos clase I y II por sistema digital Helena (primer semestre 2018) / Quick registration of medical devices class I and II by HELENA digital system (first semester 2018)

El presente trabajo tiene como objetivo describir y analizar la cantidad de trámites realizados en el primer semestre del año 2018 en el marco de la Disposición ANMAT Nº 5706/17, a través del Sistema digital HELENA de Registro Electrónico de Productos Médicos. Para ello se exploró la base de datos de la biblioteca virtual que proporciona el sistema. Se relevaron los productos de clase de riesgo I-II y las modificaciones ágiles de los productos de clase de riesgo III-IV. El informe de gestión reveló que la mayoría de las gestiones realizadas fueron registros iniciales de productos médicos estériles y descartables provenientes de la Republica Oriental de China y de Estados Unidos, por el contrario, el número de las modificaciones ágiles fue marginal y correspondió, mayoritariamente, a cambios de rótulos e instrucciones de uso y vida útil de importados clase III.

The objective of this paper is to describe and analyze the number of procedures carried out in the first semester of 2018 within the framework of the ANMAT regulation Nº5706/17 through the HELENA Electronic Registration Digital System of Medical Devices. For this purpose, the database of the virtual library provided by the system was explored. The products from class I-II and the agile modifications of products from class III-IV were gathered. The management report revealed that most of the procedures carried out were initial records of sterile and disposable medical devices from the Republic of China and the United States, on the contrary, the number of the agile modifications was marginal and it was mostly due to a change of labels, instructions for use and useful life of class III importers.

Exercitar as Funções Psíquicas: Ortopedia Mental como Método de Ensino das Classes Especiais (1930)1 / Exercising Psychic Functions: Mental Orthopedics as a Teaching Method for Students with Especial Needs (1930)

RESUMO: a pesquisa apresentada investigou o método de Ortopedia Mental elaborado pela educadora Helena Antipoff, enfocando seus fundamentos teóricos. Utilizamos como fontes os textos da educadora escritos na década de 1930 e compilados em dois volumes da Coletânea das obras escritas de Helena Antipoff: Psicologia Experimental e Educação do excepcional. Helena Antipoff dirigiu o Laboratório de Psicologia da Escola de Aperfeiçoamento de Belo Horizonte, instituição de formação de professores e técnicos em Educação. Processos de homogeneização de classes faziam parte da reforma proposta a partir de 1927. Durante a implantação das classes homogêneas, entre 1930 e 1935, a psicóloga russa fez uma crítica à limitação dessa ação isolada e concluiu que apenas a homogeneização não traria resultados suficientes para a aprendizagem e o desenvolvimento dos alunos. Antipoff empenhou-se em propor programas que pudessem oferecer à criança um ensino que respeitasse suas particularidades, ao mesmo tempo que treinasse professores para sua execução. Um desses programas era a Ortopedia Mental, técnica utilizada por Binet, e para a qual a educadora adaptou princípios educacionais e procedimentos de vários autores. Na aplicação da Ortopedia Mental, Helena Antipoff valorizava o empenho, a criatividade e o envolvimento que o professor deveria ter com sua classe na elaboração de atividades capazes de despertar o interesse das crianças e desenvolver, ao mesmo tempo, suas faculdades mentais.

ABSTRACT: The present research investigated the Mental Orthopedics method developed by the educator Helena Antipoff, focusing on its theoretical foundations. As sources, we have used the educator's texts written in the 1930's and compiled into two volumes of The Collection of Helena Antipoff's writings: Experimental Psychology and Education of Exceptional Students. Helena Antipoff directed the Psychology Laboratory of Belo Horizonte Improvement School, an institution designed for training teachers and technicians in education. Class homogenization was part of the proposed reform from 1927 on. During the implementation of homogeneous classes, between 1930 and 1935, the Russian psychologist criticized the limitations of this isolated action and concluded that homogenization alone would not bring sufficient results to the students' learning and development. Antipoff endeavored to propose programs that could offer the child an education that respected the students' particularities and offered the teachers the required training to carry out the program. One of these programs was the Mental Orthopedics, a technique used by Binet, and to which the educator adapted educational principles and procedures from several authors. In the application of the Mental Orthopedics, Helena Antipoff valued the commitment, the creativity and the involvement the teacher should have before their students when developing activities that stimulated children's interest and, at the same time, developed their mental skills.

Multiple Myeloma: The Case of the Disappearing Band.

This case study presents a patient with multiple myeloma whose serum specimen exhibits 2 distinct bands in serum protein electrophoresis but only one band in immunofixation electrophoresis. This latter, single band corresponds to the M-spike. An investigation is presented to determine the identity of this disappearing or phantom band. Furthermore, this case is used as a teaching point to explain the criteria used for staging multiple myeloma, how a cell can become a myeloma propagating cell, methods that can be used to identify unexpected bands in serum protein electrophoresis, possible explanations for bands in the beta region, the usual treatment regimens in multiple myeloma and finally specimen collecting and handling procedures for serum protein electrophoresis.

More physically active and leaner adolescents have higher energy intake.

OBJECTIVE: To test whether youths who engage in vigorous physical activity are more likely to have lean bodies while ingesting relatively large amounts of energy. For this purpose, we studied the associations of both physical activity and adiposity with energy intake in adolescents. STUDY DESIGN: The study subjects were adolescents who participated in 1 of 2 cross-sectional studies, the Healthy Lifestyle in Europe by Nutrition in Adolescence (HELENA) study (n = 1450; mean age, 14.6 years) or the European Youth Heart Study (EYHS; n = 321; mean age, 15.6 years). Physical activity was measured by accelerometry, and energy intake was measured by 24-hour recall. In the HELENA study, body composition was assessed by 2 or more of the following methods: skinfold thickness, bioelectrical impedance analysis, plus dual-energy X-ray absorptiometry or air-displacement plethysmography in a subsample. In the EYHS, body composition was assessed by skinfold thickness. RESULTS: Fat mass was inversely associated with energy intake in both studies and using 4 different measurement methods (P ≤ .006). Overall, fat-free mass was positively associated with energy intake in both studies, yet the results were not consistent across measurement methods in the HELENA study. Vigorous physical activity in the HELENA study (P < .05) and moderate physical activity in the EYHS (P < .01) were positively associated with energy intake. Overall, results remained unchanged after adjustment for potential confounding factors, after mutual adjustment among the main exposures (physical activity and fat mass), and after the elimination of obese subjects, who might tend to underreport energy intake, from the analyses. CONCLUSION: Our data are consistent with the hypothesis that more physically active and leaner adolescents have higher energy intake than less active adolescents with larger amounts of fat mass.

Por que Helena não foi castigada / Why Helena wasn't punish

O texto propõe uma releitura simbólica do momento mítico permeado pela escolha dos pretendentes à mão de Helena, as condições da escolha, a criação simbólica do Código de Honra, os tempos primevos da instauração da dinâmica de alteridade, representados pelas figuras de Helena e do rei Príamo. O texto ocupa-se também de qualificar a dinâmica de alteridade como uma condição relacional que se estrutura como decorrência das transformações dos parceiros, com o que os tratos e distratos precisam ser revistos a todo momento. É uma dinâmica que se compõe com a polaridade sentimentos/afetos e a polaridade das razões lógicas. Propõe e conclui como uma dinâmica que exclui a violência e como decorrência exclui a guerra, a par de se constituir numa dinâmica relacional que inclui também o respeito ao outro ainda não competente para entender os ditames da própria dinâmica de alteridade. A par disso, relaciona a presença da deusa Afrodite na vida de personagens femininas com as características de autonomia e emancipação. (AU)

The text proposes a symbolic retelling of the mythical moment permeated by the choice of suitors to marry Helen, the conditions of the choice, the symbolic creation of the Code of Honor, the earliest days of the establishment of the Otherness dynamics, represented by the figure of Helena and the king Priam. The text also qualifies the dynamics of otherness as a relational condition that is structured by the transformations of the partners, with constant need to review agreements and disagreements. The dynamic is equipped with the polarity feelings/emotions and the polarity of logical reasons. The text proposes and gets to the conclusion of a dynamic that excludes violence as thus the war to constitute a relational dynamics that includes respect for others not yet competent to understand the dictates of the ow dynamics of otherness, Aware of this, it relates the presence of the goddess Aphrodite in the lives of female characters with the characteristicsof autonomy and emancipation. (AU)

Por que Helena não foi castigada / Why Helena wasn't punish

O texto propõe uma releitura simbólica do momento mítico permeado pela escolha dos pretendentes à mão de Helena, as condições da escolha, a criação simbólica do Código de Honra, os tempos primevos da instauração da dinâmica de alteridade, representados pelas figuras de Helena e do rei Príamo. O texto ocupa-se também de qualificar a dinâmica de alteridade como uma condição relacional que se estrutura como decorrência das transformações dos parceiros, com o que os tratos e distratos precisam ser revistos a todo momento. É uma dinâmica que se compõe com a polaridade sentimentos/afetos e a polaridade das razões lógicas. Propõe e conclui como uma dinâmica que exclui a violência e como decorrência exclui a guerra, a par de se constituir numa dinâmica relacional que inclui também o respeito ao outro ainda não competente para entender os ditames da própria dinâmica de alteridade. A par disso, relaciona a presença da deusa Afrodite na vida de personagens femininas com as características de autonomia e emancipação.

The text proposes a symbolic retelling of the mythical moment permeated by the choice of suitors to marry Helen, the conditions of the choice, the symbolic creation of the Code of Honor, the earliest days of the establishment of the Otherness dynamics, represented by the figure of Helena and the king Priam. The text also qualifies the dynamics of otherness as a relational condition that is structured by the transformations of the partners, with constant need to review agreements and disagreements. The dynamic is equipped with the polarity feelings/emotions and the polarity of logical reasons. The text proposes and gets to the conclusion of a dynamic that excludes violence as thus the war to constitute a relational dynamics that includes respect for others not yet competent to understand the dictates of the ow dynamics of otherness, Aware of this, it relates the presence of the goddess Aphrodite in the lives of female characters with the characteristicsof autonomy and emancipation.

Psicologia e educação rural na obra de Helena Antipoff: um olhar sobre o passado / Psychology and rural education in the work of Helena Antipoff: a look at the past

Helena Antipoff muito contribuiu para o desenvolvimento dos estudos e pesquisas em Psicologia e Educação no Brasil. Ao vislumbrar sua produção bibliográfica, percebe-se seu interesse pelo meio rural e pela aplicação da Psicologia à formação de professores para atuação nestes espaços. Este estudo teve por objetivo refletir sobre as concepções de "rural", "escola" e "educação" presentes na obra de Helena Antipoff. Foram analisados textos do quarto volume da Coletânea de Obras Escritas de Helena Antipoff, intitulado Educação Rural. Na perspectiva antipoffiana, o meio rural é percebido como local propício ao ensino e aprendizagem, sendo eleito como local de sua atenção e implementação de estratégias pedagógicas. Helena Antipoff defendia o desenvolvimento de um modelo democrático de educação que pudesse contribuir com a população rural brasileira. Revisitar sua obra faz-se necessário num momento de grandes debates sobre a inclusão e ampliação de políticas públicas de educação e aplicação dos conhecimentos psicológicos a novos contextos.(AU)

Helena Antipoff greatly contributed to the development of studies and research in Psychology and Education in Brazil. By glimpsing his academic output, it is possible to see his interest in the rural areas and the application of psychology to teacher training for acting in these spaces. This study aimed at reflecting on the concepts of "rural", "school", and "education" present in the work of Helena Antipoff. We analyzed the texts of the fourth volume of the "Coletânea de Obras Escritas de Helena Antipoff" entitled "Educação Rural". In antipoffiana perspective, the rural environment is perceived as a conducive place to teaching and learning, being elected as a place of her attention and implementation of teaching strategies. Helena Antipoff advocated the development of a democratical model of education that could contribute to the rural population. Revisiting her work is necessary at a time of great debates about inclusion and expansion of public education policies and application of psychological knowledge to new contexts.(AU)

Psicologia e educação rural na obra de Helena Antipoff: um olhar sobre o passado / Psychology and rural education in the work of Helena Antipoff: a look at the past

Helena Antipoff muito contribuiu para o desenvolvimento dos estudos e pesquisas em Psicologia e Educação no Brasil. Ao vislumbrar sua produção bibliográfica, percebe-se seu interesse pelo meio rural e pela aplicação da Psicologia à formação de professores para atuação nestes espaços. Este estudo teve por objetivo refletir sobre as concepções de“rural”, “escola” e “educação” presentes na obra de Helena Antipoff. Foram analisa dos textos do quarto volume da Coletânea de Obras Escritas de Helena Antipoff, intitulado Educação Rural. Na perspectiva antipoffiana, o meio rural é percebido como local propício ao ensino e aprendizagem, sendo eleito como local de sua atenção e implementação de estratégias pedagógicas. Helena Antipoff defendia o desenvolvimento de um modelo democrático de educação que pudesse contribuir com a população rural brasileira. Revisitar sua obra faz-se necessário num momento de grandes debates sobre a inclusão e ampliação de políticas públicas de educação e aplicação dos conhecimentos psicológicos a novos contextos.(AU)

Helena Antipoff greatly contributed to the development of studies and research in Psychology and Education in Brazil. By glimpsing his academic out put, it is possible to see his interest in the rural areas and the application of psychology to teacher training for acting in these spaces. This study aimed at reflecting on the concepts of "rural", "school",and "education" present in the work of Helena Antipoff. We analyzed the texts of the fourth volume of the “Coletânea de Obras Escritas de Helena Antipoff” entitled“Educação Rural”. In antipoffiana perspective, the rural environment is perceived as aconducive place to teaching and learning, being elected as a place of her attention and implementation of teaching strategies. Helena Antipoff advocated the development of a democratical model of education that could contribute to the rural population. Revisitingher work is necessary at a time of great debates about inclusion and expansion of public education policies and application of psychological knowledge to new contexts.(AU)

Helena Antipoff, seus pressupostos teóricometodológicos e suas ações na educação dos "excepcionais" no Brasil / Helena Antipoff, her theoretical-methodological assumptions and her actions in the education of "exceptional children" in Brazil

Trata-se de uma pesquisa histórica, baseada em fontes documentais e no estudo biográfico de Helena Antipoff, em que se procurou elementos que trouxessem para a história da psicologia e da educação uma contribuição sobre quem foi Helena Antipoff e quais os pressupostos teórico-metodológicos da sua formação profissional, pressupostos sobre os quais assentará suas proposições de ações técnicas no campo. O texto traz os caminhos percorridos por ela desde seu país de origem, a Rússia até receber o convite para trabalhar no Brasil. Além disso, o artigo traz elementos que esclarecem as motivações para a sua vinda para o Brasil, as suas atividades no ensino brasileiro na década de 1930 e os caminhos que direcionaram suas ações para a educação dos "excepcionais". Apresenta também uma síntese das ações de Helena Antipoff no Brasil na área da Educação Especial. A partir dessa trajetória, foi possível colocar em tela quem foi Helena Antipoff e quais os princípios educativos endossados por ela e, ainda, traçar um panorama de suas ações voltadas para a Educação dos "excepcionais" na realidade brasileira.(AU)

This is a historical research based on documentary sources and on a biographical study on Helena Antipoff, which sought elements that would bring contributions to the history of psychology and education as to whom Helena Antipoff was and which were the theoretical and methodological assumptions upon which she based her proposals and technical actions in the field. The text provides the paths taken by her since she was in her home country, Russia, until she received the invitation to work in Brazil. In addition, the article sought to bring elements that clarify her reasons for coming to Brazil, her activities in the Brazilian education in the 1930s, and the paths that guided her actions towards the education of "exceptional children". Finally, it presents a summary of Helena Antipoff?s actions in Brazil in the area of Special Education. From this trajectory, it was possible to delineate who Helena Antipoff was and what educational principles she endorsed, and also to provide an overview of her actions towards the education of "exceptional children" in the Brazilian context.(AU)

Notas sobre o Laboratório de Psicologia da Escola de Aperfeiçoamento de Belo Horizonte / Notes about the Psychology Laboratory of the Improvement School of Belo Horizonte

Apresentamos algumas considerações históricas sobre o Laboratório de Psicologia da Escola de Aperfeiçoamento de Belo Horizonte (1929-1946), instituição criada durante o governo de Antônio Carlos de Andrada, como parte de um projeto de reforma do ensino mineiro. Além de seu papel na complementação das aulas expositivas, no laboratório da escola foram realizados diversos estudos sobre a população do Estado. Entre os personagens desta trama, destaca-se Helena Antipoff, que foi a responsável pela organização do Laboratório e pela direção de suas atividades. Para complementá-las, ela criou algumas instituições destinadas a amparar aquelas crianças que eram prejudicadas pelos processos de classificação e agrupamento então empregados. Essas outras instituições receberam laboratórios próprios que engendraram uma cadeia funcionalmente articulada. Inspirados no modelo de análise genealógica de Michel Foucault, buscamos evidenciar uma parcela da rede de "saberes/poderes" que perpassou o Laboratório e modelou a feição de suas produções.(AU)

We present some historical considerations about the Psychology Laboratory of the Improvement School of Belo Horizonte (1929-1946), which was created during Antonio Carlos de Andrada's government, as part of an education reform project in Minas Gerais. Beyond its role in expositive classes, several studies on the State population were accomplished within it. Among this plot's characters Helena Antipoff stands out. She was responsible for the Laboratory organization and direction of its activities. In order to complement such activities, she created some institutions designated to support those children who were harmed by classification and grouping processes applied then. Such institutions received their own laboratories which created a well articulated chain. Inspired by Michel Foucault genealogic analysis model, we seek to show part of the "knowledge/power" net which spanned the Laboratory and modeled its production features.(AU)

Helena Antipoff, seus pressupostos teórico metodológicose suas ações na educação dos“excepcionais” no Brasil / Helena Antipoff, her theoretical-methodological assumptions and heractions in the education of “exceptional children” in Brazil

Trata-se de uma pesquisa histórica, baseada em fontes documentais e no estudo biográfico de Helena Antipoff, em que se procurou elementos que trouxessem para a história da psicologia e da educação uma contribuição sobre quem foi Helena Antipoff e quais os pressupostos teórico-metodológicos da sua formação profissional, pressupostos sobre os quais assentará suas proposições de ações técnicas no campo. O texto traz os caminhos percorridos por ela desde seu país de origem, a Rússia até receber o convite para trabalhar no Brasil. Além disso, o artigo traz elementos que esclarecem as motivações para a sua vinda para o Brasil, assuas atividades no ensino brasileiro na década de 1930 e os caminhos que direcionaram suas ações para a educação dos “excepcionais”. Apresenta também uma síntese das ações de Helena Antipoff no Brasil na área da Educação Especial. A partir dessa trajetória, foi possível colocar em tela quem foi Helena Antipoff e quais os princípios educativos endossados por ela e, ainda, traçar um panorama de suasações voltadas para a Educação dos “excepcionais” na realidade brasileira.(AU)

This is a historical research based on documentary sources and on a biographical study on Helena Antipoff, which sought elements that would bring contributions tothe history of psychology and education as to whom Helena Antipoff was and which were the theoretical and methodological assumptions upon which she based her proposals and technical actions in the field. The text provides the paths taken byher since she was in her home country, Russia, until she received the invitation to work in Brazil. In addition, the article sought to bring elements that clarify her reasons for coming to Brazil, her activities in the Brazilian education in the 1930s,and the paths that guided her actions towards the education of "exceptional children". Finally, it presents a summary of Helena Antipoff's actions in Brazil in the area of Special Education. From this trajectory, it was possible to delineate who Helena Antipoff was and what educational principles she endorsed, and also to provide an overview of her actions towards the education of “exceptional children”in the Brazilian context.(AU)