Uma análise do projeto de educação nos documentos do MST (1990-2014): a cultura corporal em debate / n analysis of the education project in the MST documents (1990-2014): corporal culture in debate / Un análisis del proyecto educativo en los documentos del MST (1990-2014): cultura corporal en debate

No presente estudo, referenciamos o debate sobre Educação e Movimentos Sociais, através das contribuições do Movimento dos Trabalhadores Rurais Sem Terra (MST). Desse modo, buscamos apresentar mediações entre o Projeto de Educação do MST e a Cultura Corporal, a partir do seguinte problema: Se e como a Cultura Corporal está retratada no projeto de Educação do MST? O objetivo é caracterizar a concepção de Cultura Corporal com base nos textos/documentos sobre Educação sistematizados pelo MST. Para subsidiar a análise, trazemos as contribuições teóricas de Antonio Gramsci, sobre cultura, princípio educativo, escola unitária e o conceito de intelectual, bem como o Coletivo de Autores sobre a perspectiva de Cultura Corporal (AU).

In the present study, we aim to the debate on Education and Social Movements, through the contributions of the Landless Rural Workers Movement (MST). In this way, wes eek to present mediations between the MST Education Project and Corporal Culture, base don't he following problem: I fan dhow is Corporal Culture portrayed in the MST education project? The object ivies to characterize the concept of Corporal Culture from the texts/documents on education systematized by the MST. To support he analysis, we bright et he oretical contributions of Antonio Gramsci, on culture, educational principle, unitary school and the concept of intellectual, as well as the Coletivo de Autores on the perspective of Corporal Culture (AU).

En este estudio nos referimos al debate sobre Educación y Movimientos Sociales, a través de los aportes del Movimiento de Trabajadores Rurales Sin Tierra (MST). Así, buscamos presentar mediaciones entre el Proyecto Educativo MST y la Cultura Corporal, partiendo del siguiente problema: ¿Si y cómo se retrata la Cultura Corporal en el proyecto educativo MST? El objetivo es caracteriza el concepto de Cultura Corporal a partir de los textos/documentos sobre educación sistematizados por el MST. Para sustentar elanálisis, traemoslos aportes teóricos de Antonio Gramsci, sobre cultura, principio educativo, escuela unitaria y el concepto de intelectual, así como el Coletivo de Autores en la perspectiva de la Cultura Corporal (AU).

Formar la subjetividad política para el posconflicto: una apuesta desde el proyecto educativo institucional en perspectiva filosófica y pedagógica / Form Political Subjectivity for Post-Conflict: A Bet from the Institutional Educational Project (PEI) on a Philosophical and Pedagogical Perspective

Resumen El presente artículo tiene como finalidad comprender las relaciones e interrelaciones que se tejen en la configuración de la subjetividad política desde los procesos formativos con asiento en el Proyecto Educativo Institucional (PEI), para un escenario futuro de posconflicto. Los resultados y conclusiones se resumen en que: 1) Se necesita una escuela que sea hospitalaria y de acogida, para que propicie el cuidado de sí y del alter en la formación de la subjetividad política; 2) Es necesario que la escuela reflexione sobre la violencia que ha padecido Colombia, para que los estudiantes tengan cuidado de sí y cuidado del otro; 3) El maestro utilizando el consejo como herramienta pedagógica forma la subjetividad, al mostrar posibles caminos que orienten proyectos de vida; 4) la escuela que forme la subjetividad política desde una pedagogía de la conflanza y seguridad debe alejarse del disciplinamiento.

Abstract The purpose of this article is to understand the relationships and interrelationships, which are woven into the configuration of political subjectivity from the training processes with a seat in the Institutional Educational Project (PEI), for a future post-conflict scenario. The results and conclusions are based on that: 1) A school that is hospitable and host is needed to promote the care of itself and the alternative in the formation of political subjectivity; 2) It is necessary for the school to reflect on the violence that Colombia has gone through, so that students take care of themselves and take care for each other; 3) The teacher, by using advice as a pedagogical tool, forms subjectivity, by showing possible paths, which guide life projects; 4) The school, which forms political subjectivity from a pedagogy of trust and security should move away from disciplining.

EL PEI, un instrumento pedagógico que al reflexionar sobre la memoria colectiva del conflicto armado posibilita un aprendizaje en torno al dolor y sufrimiento / The Institutional Educational Project (PEI): A Pedagogical Instrument that when Reflecting about the Collective Memory of the Armed Conflict, Enables Learning Around Pain and Suffering

Resumen Al interpretar el Proyecto Educativo Institucional (PEI) a partir de las categorías de subjetividad política y memoria colectiva del conflicto armado, encontramos que: i) la escuela haciendo uso de los 5 componentes del PEI puede hacer pedagogía de la memoria sobre las dimensiones del conflicto armado, ii) la escuela puede resignificar los actos cívicos creando activi dades pedagógicas que comporten nuevos sentidos sobre la violencia de pais al motivar la reflexión en los sujetos educativos, iv) es posible una educación desde el lenguaje poético como grito y silencio de las víctmas, v) haciendo pedagogía de la memoria del conflicto armado, la escuela puede propiciar la unión en la comunidad educativa en torno al dolor y sufrimiento, posibilitando una reelaboración imaginativa del dolor físico a sufrimiento, constituyéndose este, en un tipo de enseñanza y apredizaje.

Abstract In interpreting the Institutional Educational Project (PEI) from the political subjectivity and the collective memory categories of the armed conflict, we find that i) the school, by using the 5 components of the PEI, can do pedagogy of the memory on the dimensions of the armed conflict; ii) the school can re-signify civic acts, by creating pedagogical activities, which bring new senses about country violence, by motivating reflection in educational subjects; iii) an education is possible from the poetic language, like victims' cry and silence; iv) in the pedagogy of the memory of the armed conflict, the school can foster the union in the educational community around pain and suffering, by enabling an imaginative reprocessing of physical pain to suffering, which becomes a sort of teaching and learning.

Implementación de proyecto educativo, folleto guía para padres: Cuidados de cateter semi-implantable e implantable. Una aproximacion a la teoria de Kathryn E. Barnard / Implementation of eduactional project, parent guide booklet

El presente trabajo trata sobre la implementacion de un proyecto educativo en el Sanatorio Allende, cuyo objetivo es el cuidado del cateter oncologico pediatrico, a traves de la labor en conjunto con padres y/o familiares para prestar apoyo y orientaciones en relacion al cuidado del mismo. Como marco de referencia se utilizo la teoria de la interaccion para la evaluacion de la salud infantil, de Kathryn E. Barnard. Se diseño como recurso educativo, un folleto guia para padres y familia sobre cuidados de cateter semiimplantable e implantable, para reforzar los contenidos previamente comunicados en el encuentro entre padres y personal de enfermeria, fortaleciendo asi el proceso de enseñanza-aprendizaje...

Proyecto educativo como fundamento para pensar la subjetividad política desde la cultura escolar / The educational project as a basis to think political subjectivity from the school culture

Resumen Para hablar del Proyecto Educativo Institucional y la formación de la subjetividad política en el marco de los procesos formativos es necesario centrarse en tres categorías de análisis: desde las prácticas pedagógicas, donde se exige que estas sean contextualizadas y rompan las fronteras de la profesionalización, la mera instrucción, la enseñanza sin sentido, la homogenización y la manía de la evaluación; desde el diálogo entre el macro-currículo y el micro-currículo, donde se recomienda la aceptación de la diversidad epistemológica y procesos de enseñanza y aprendizaje rizomáticos, donde las práctica pedagógicas tienden a darle respuesta a diferentes problemáticas que invaden la escuela.

Abstract In order to discuss the Institutional Educational Project and the formation of political subjectivity in the framework of the training processes, it is necessary to focus on three categories of analysis: from the pedagogical practices, which requires them to be contextualized and break the borders of professionalization, mere instruction, teaching without sense, homogenization and the mania of the evaluation. From the dialogue between the macro curriculum and the micro curriculum, where it is recommended the acceptance of the epistemological diversity and rhizomatic teaching and learning processes, where the pedagogical practices tend to respond to various problems, which invade school.

Perfeccionamiento del proceso evaluativo integral para los estudiantes de la Facultad de Ciencias Médicas Guantánamo / Improvement of the integral evaluation process for students of the Faculty of Medical Sciences Guantanamo

Introducción: la evaluación del proyecto educativo que se lleva a cabo actualmente en la Facultad de Ciencias Médicas de Guantánamo no es la más adecuada. Esto se evidencia en la participación poco activa y asistemática de los dirigentes de la FEU en la elaboración y evaluación del proyecto educativo a partir de indicadores, lo que influye en la calidad del proceso de integralidad de los estudiantes. Objetivo: elaborar un libro electrónico para la evaluación del proyecto educativo del año, que favorezca el perfeccionamiento del proceso de integralidad de los estudiantes de la Facultad de Ciencias Médicas Guantánamo. Método: se realizó un estudio tipo investigación acción en el período octubre de 2015 hasta junio de 2016 con 18 profesores guías y jefes de brigada y la jefa del colectivo de año de dicha facultad, donde se empleó una metodología para el diseño del material electrónico que consta de tres hojas de cálculo, que permite a partir de indicadores diseñados evaluar los resultados del proyecto educativo, además, de permitir determinar los posibles estudiantes integrales y el cumplimiento de los objetivos propuestos en el proyecto. Resultados: se obtuvo como principal resultado la transformación del personal pedagógico favoreciendo un nuevo estilo de trabajo en función de elevarla calidad del proceso y su impacto en la formación integral de los estudiantes. Conclusiones: contribuye a perfeccionar el proceso de integralidad a partir que propicia el empleo de métodos participativos, dinámicos, democráticos, a diferencia de los que se empleaban hasta el momento, con viejos estilos(AU)

Introduction: the evaluation of the educational project that is currently carried out in the Faculty of Medical Sciences of Guantanamo is not the most appropriate. This is evidenced by the active and unsystematic participation of the FEU leaders in the elaboration and evaluation of the educational project based on indicators, which influences the quality of the integrality process of the students. Objective: to prepare an electronic book for the evaluation of the educational project of the year, which favors the improvement of the integrality process of the students of the Faculty of Medical Sciences Guantanamo Method: an action research study was carried out in the period October 2015 to June 2016 with 18 teachers as guides, brigade chiefs and the head of the year collective of this faculty, where a methodology for the design of the electronic material was used. It consists of three spreadsheets, which allows from designed indicators to evaluate the results of the educational project, in addition, to determine the possible integral students and the fulfillment of the objectives proposed in the project. Results: the main result was the transformation of the pedagogical staff favoring a new style of work in order to raise the quality of the process and its impact on the integral formation of the students. Conclusions: it contributes to perfecting the integrality process from which it encourages the use of participatory, dynamic, democratic methods, unlike those used up to now, with old styles(AU)

Perfeccionamiento del proceso evaluativo integral para los estudiantes de la Facultad de Ciencias Médicas Guantánamo / Improvement of the integral evaluation process for students of the Faculty of Medical Sciences Guantanamo

Introducción: la evaluación del proyecto educativo que se lleva a cabo actualmente en la Facultad de Ciencias Médicas de Guantánamo no es la más adecuada. Esto se evidencia en la participación poco activa y asistemática de los dirigentes de la FEU en la elaboración y evaluación del proyecto educativo a partir de indicadores, lo que influye en la calidad del proceso de integralidad de los estudiantes. Objetivo: elaborar un libro electrónico para la evaluación del proyecto educativo del año, que favorezca el perfeccionamiento del proceso de integralidad de los estudiantes de la Facultad de Ciencias Médicas Guantánamo. Método: se realizó un estudio tipo investigación acción en el período octubre de 2015 hasta junio de 2016 con 18 profesores guías y jefes de brigada y la jefa del colectivo de año de dicha facultad, donde se empleó una metodología para el diseño del material electrónico que consta de tres hojas de cálculo, que permite a partir de indicadores diseñados evaluar los resultados del proyecto educativo, además, de permitir determinar los posibles estudiantes integrales y el cumplimiento de los objetivos propuestos en el proyecto. Resultados: se obtuvo como principal resultado la transformación del personal pedagógico favoreciendo un nuevo estilo de trabajo en función de elevarla calidad del proceso y su impacto en la formación integral de los estudiantes. Conclusiones: contribuye a perfeccionar el proceso de integralidad a partir que propicia el empleo de métodos participativos, dinámicos, democráticos, a diferencia de los que se empleaban hasta el momento, con viejos estilos(AU)

Introduction: the evaluation of the educational project that is currently carried out in the Faculty of Medical Sciences of Guantanamo is not the most appropriate. This is evidenced by the active and unsystematic participation of the FEU leaders in the elaboration and evaluation of the educational project based on indicators, which influences the quality of the integrality process of the students. Objective: to prepare an electronic book for the evaluation of the educational project of the year, which favors the improvement of the integrality process of the students of the Faculty of Medical Sciences Guantanamo Method: an action research study was carried out in the period October 2015 to June 2016 with 18 teachers as guides, brigade chiefs and the head of the year collective of this faculty, where a methodology for the design of the electronic material was used. It consists of three spreadsheets, which allows from designed indicators to evaluate the results of the educational project, in addition, to determine the possible integral students and the fulfillment of the objectives proposed in the project. Results: the main result was the transformation of the pedagogical staff favoring a new style of work in order to raise the quality of the process and its impact on the integral formation of the students. Conclusions: it contributes to perfecting the integrality process from which it encourages the use of participatory, dynamic, democratic methods, unlike those used up to now, with old styles(AU)

EPICO 2.0 project. Development of educational therapeutic recommendations using the DELPHI technique on invasive candidiasis in critically ill adult patients in special situations.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, still controversial issues remain, especially in different therapeutic critical care scenarios. AIMS: We sought to identify the core clinical knowledge and to achieve high agreement recommendations required to care for critically ill adult patients with invasive candidiasis for antifungal treatment in special situations and different scenarios. METHODS: Second prospective Spanish survey reaching consensus by the DELPHI technique, conducted anonymously by electronic e-mail in the first phase to 23 national multidisciplinary experts in invasive fungal infections from five national scientific societies including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious disease specialists, answering 30 questions prepared by a coordination group after a strict review of literature in the last five years. The educational objectives spanned four categories, including peritoneal candidiasis, immunocompromised patients, special situations, and organ failures. The agreement among panelists in each item should be higher than 75% to be selected. In a second phase, after extracting recommendations from the selected items, a meeting was held with more than 60 specialists in a second round invited to validate the preselected recommendations. MEASUREMENTS AND MAIN RESULTS: In the first phase, 15 recommendations were preselected (peritoneal candidiasis (3), immunocompromised patients (6), special situations (3), and organ failures (3)). After the second round the following 13 were validated: Peritoneal candidiasis (3): Source control and early adequate antifungal treatment is mandatory; empirical antifungal treatment is recommended in secondary nosocomial peritonitis with Candida spp. colonization risk factors and in tertiary peritonitis. Immunocompromised patients (5): consider hepatotoxicity and interactions before starting antifungal treatment with azoles in transplanted patients; treat candidemia in neutropenic adult patients with antifungal drugs at least 14 days after the first blood culture negative and until normalization of neutrophils is achieved. Caspofungin, if needed, is the echinocandin with most scientific evidence to treat candidemia in neutropenic adult patients; caspofungin is also the first choice drug to treat febrile candidemia; in neutropenic patients with candidemia remove catheter. Special situations (2): in moderate hepatocellular failure, patients with invasive candidiasis use echinocandins (preferably low doses of anidulafungin and caspofungin) and try to avoid azoles; in case of possible interactions review all the drugs involved and preferably use anidulafungin. Organ failures (3): echinocandins are the safest antifungal drugs; reconsider the use of azoles in patients under renal replacement therapy; all of the echinocandins to treat patients under continuous renal replacement therapy are accepted and do not require dosage adjustment. CONCLUSIONS: Treatment of invasive candidiasis in ICU patients requires a broad range of knowledge and skills as summarized in our recommendations. These recommendations may help to optimize the therapeutic management of these patients in special situations and different scenarios and improve their outcome based on the DELPHI methodology.

Perfeccionamiento de la metodología del proyecto del colectivo de año con enfoque interdisciplinario en las carreras de Ciencias Médicas / Improvement of the methodology of the project group this year with interdisciplinary approach in Medical Sciences careers

Se realiza un estudio en el periodo octubre de 2012 hasta junio de 2013 en la Universidad de Ciencias Médicas de Guantánamo, con el propósito de perfeccionar la metodología para la elaboración del proyecto educativo del año, específicamente donde se abordan aspectos didácticos metodológicos para la confección del proyecto educativo del año y su evaluación con un enfoque interdisciplinario, en función de elevar la calidad del proceso docente educativo y su impacto en la formación integral de los futuros profesionales de la salud(AU)

A study was conducted from October 2012 to June 2013 at the University of Medical Sciences in Guantánamo, in order to refine the methodology for the development of the educational project of the year, specifically didactic aspects are addressed - for making the methodological educational project of the year and its evaluation with an interdisciplinary approach, in terms of raising the quality of the educational process and its impact on the integral formation of future health professionals

Alternativa metodológica para la evaluación del proyecto educativo del colectivo de año con enfoque interdisciplinario en las carreras de Ciencias Médicas / Alternative methods for evaluating the educational project of the group this year with an interdisciplinary focus on the careers of Medical Sciences

Se realiza un estudio en el período octubre de 2012 a junio de 2013 en la Universidad de Ciencias Médicas Guantánamo, teniendo como propósito elaborar una alternativa metodológica para la evaluación del proyecto educativo del año, específicamente, donde se abordan aspectos didáctico–metodológicos para la evaluación del proyecto educativo del año con un enfoque interdisciplinario, en función de elevar la calidad del proceso docente educativo y su impacto en la formación integral de los futuros profesionales de la salud(AU)

A study was conducted from October 2012 to June 2013 at the University of Medical Sciences Guantánamo, with the purpose of developing an alternative with methodology for the evaluation of the educational project of the year, specifically where didactic-methodological aspects are discussed for assessment the educational project of the year with an interdisciplinary approach, in terms of raising the quality of the educational process and its impact on the comprehensive training of future health in professionals

ÉPICO project. Development of educational recommendations using the DELPHI technique on invasive candidiasis in non-neutropenic critically ill adult patients.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, controversial issues still remain, especially in the diagnostic and therapeutic approaches. AIMS: We sought to identify the core clinical knowledge and to achieve high level agreement recommendations required to care for critically ill adult patients with invasive candidiasis. METHODS: A prospective Spanish survey reaching consensus by the DELPHI technique was made. It was anonymously conducted by electronic mail in a first term to 25 national multidisciplinary experts in invasive fungal infections from five national scientific societies, including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious diseases specialists, who answered to 47 questions prepared by a coordination group after a strict review of the literature in the last five years. The educational objectives spanned five categories, including epidemiology, diagnostic tools, prediction rules, and treatment and de-escalation approaches. The level of agreement achieved among the panel experts in each item should exceed 75% to be selected. In a second term, after extracting recommendations from the selected items, a face to face meeting was performed where more than 80 specialists in a second round were invited to validate the preselected recommendations. RESULTS: In the first term, 20 recommendations were preselected (Epidemiology 4, Scores 3, Diagnostic tools 4, Treatment 6 and De-escalation approaches 3). After the second round, the following 12 were validated: (1) Epidemiology (2 recommendations): think about candidiasis in your Intensive Care Unit (ICU) and do not forget that non-Candida albicans-Candida species also exist. (2) Diagnostic tools (4 recommendations): blood cultures should be performed under suspicion every 2-3 days and, if positive, every 3 days until obtaining the first negative result. Obtain sterile fluid and tissue, if possible (direct examination of the sample is important). Use non-culture based methods as microbiological tools, whenever possible. Determination of antifungal susceptibility is mandatory. (3) Scores (1 recommendation): as screening tool, use the Candida Score and determine multicolonization in high risk patients. (4) Treatment (4 recommendations): start early. Choose echinocandins. Withdraw any central venous catheter. Fundoscopy is needed. (5) De-escalation (1 recommendation): only applied when knowing susceptibility determinations and after 3 days of clinical stability. The higher rate of agreement was achieved in the optimization of microbiological tools and the withdrawal of the catheter, whereas the lower rate corresponded to de-escalation therapy and the use of scores. CONCLUSIONS: The management of invasive candidiasis in ICU patients requires the application of a broad range of knowledge and skills that we summarize in our recommendations. These recommendations may help to identify the potential patients, standardize their global management and improve their outcomes, based on the DELPHI methodology.

Calidad de vida y orientación estratégica institucional. Una aproximación desde el modelo ¿Cómo está la vida? Para medir el bienestar y el progreso de la OCDE / Quality of life and institutional strategic orientation. An approach from the model "¿How's life?" To measure welfare and progress of the OECD / Qualidade de vida e estratégico corporativo. Uma abordagem do modelo de "¿Cómo é vida?" Medida de bem-estar e progresso da OECD

[{"text": "Los pueblos y sus gobiernos fortalecen gradualmente el consenso sobre la necesidad de construir socie\r\n-\r\ndades más justas y con mejores condiciones de bienestar y calidad de vida. Los planes de gobierno, antes \r\ncentrados fundamentalmente en estrategias de crecimiento económico, dan cada vez mayor relevancia al \r\navance en estos aspectos. Esta tendencia también permea hoy las dinámicas de los pequeños colectivos \r\n(organizaciones), las familias y los individuos. El interés antes central en la consolidación financiera de \r\nlas empresas, se acompaña hoy del compromiso con el fomento del bienestar y calidad de vida de sus \r\nmiembros. Como individuos, el interés por llevar vidas personales y familiares más balanceadas remplaza \r\npoco a poco el dominio del sueño de amasar grandes riquezas y patrimonios. Mayor bienestar y mejor \r\ncalidad de vida para todos son solo algunas de las formas en que expresamos ese objetivo que parece ser \r\ncada vez más compartido.\r\nFilósofos, sociólogos, economistas y pensadores de todas las ramas del saber han discutido activamente en \r\nlos últimos aÃ

[Épico project: Development of educational recommendations using the DELPHI technique on invasive candidiasis in non-neutropenic critically ill adult patients. Grupo Proyecto Épico]. / Proyecto Épico: formulación de unas recomendaciones educativas con metodología DELPHI para pacientes adultos críticos no neutropénicos y con candidiasis invasiva.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, controversial issues still remain, especially in the diagnostic and therapeutic approaches. AIMS: We sought to identify the core clinical knowledge and to achieve high level agreement recommendations required to care for critically ill adult patients with invasive candidiasis. METHODS: A prospective Spanish survey reaching consensus by the DELPHI technique was made. It was anonymously conducted by electronic mail in a first term to 25 national multidisciplinary experts in invasive fungal infections from five national scientific societies, including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious diseases specialists, who answered to 47 questions prepared by a coordination group after a strict review of the literature in the last five years. The educational objectives spanned five categories, including epidemiology, diagnostic tools, prediction rules, and treatment and de-escalation approaches. The level of agreement achieved among the panel experts in each item should exceed 75% to be selected. In a second term, after extracting recommendations from the selected items, a face to face meeting was performed where more than 80 specialists in a second round were invited to validate the preselected recommendations. RESULTS: In the first term, 20 recommendations were preselected (Epidemiology 4, Scores 3, Diagnostic tools 4, Treatment 6 and De-escalation approaches 3). After the second round, the following 12 were validated: (1) Epidemiology (2 recommendations): think about candidiasis in your Intensive Care Unit (ICU) and do not forget that non-Candida albicans-Candida species also exist. (2) Diagnostic tools (4 recommendations): blood cultures should be performed under suspicion every 2-3 days and, if positive, every 3 days until obtaining the first negative result. Obtain sterile fluid and tissue, if possible (direct examination of the sample is important). Use non-culture based methods as microbiological tools, whenever possible. Determination of antifungal susceptibility is mandatory. (3) Scores (1 recommendation): as screening tool, use the Candida Score and determine multicolonization in high risk patients. (4) Treatment (4 recommendations): start early. Choose echinocandins. Withdraw any central venous catheter. Fundoscopy is needed. (5) De-escalation (1 recommendation): only applied when knowing susceptibility determinations and after 3 days of clinical stability. The higher rate of agreement was achieved in the optimization of microbiological tools and the withdrawal of the catheter, whereas the lower rate corresponded to de-escalation therapy and the use of scores. CONCLUSIONS: The management of invasive candidiasis in ICU patients requires the application of a broad range of knowledge and skills that we summarize in our recommendations. These recommendations may help to identify the potential patients, standardize their global management and improve their outcomes, based on the DELPHI methodology.

Épico Project. Development of educational recommendations using the DELPHI technique on invasive candidiasis in non-neutropenic critically ill adult patients.

BACKGROUND: Although there has been an improved management of invasive candidiasis in the last decade, controversial issues still remain, especially in the diagnostic and therapeutic approaches. AIMS: We sought to identify the core clinical knowledge and to achieve high level agreement recommendations required to care for critically ill adult patients with invasive candidiasis. METHODS: A prospective Spanish survey reaching consensus by the DELPHI technique was made. It was anonymously conducted by electronic mail in a first term to 25 national multidisciplinary experts in invasive fungal infections from five national scientific societies, including intensivists, anesthesiologists, microbiologists, pharmacologists and infectious diseases specialists, who answered to 47 questions prepared by a coordination group after a strict review of the literature in the last five years. The educational objectives spanned five categories, including epidemiology, diagnostic tools, prediction rules, and treatment and de-escalation approaches. The level of agreement achieved among the panel experts in each item should exceed 75% to be selected. In a second term, after extracting recommendations from the selected items, a face to face meeting was performed where more than 80 specialists in a second round were invited to validate the preselected recommendations. RESULTS: In the first term, 20 recommendations were preselected (Epidemiology 4, Scores 3, Diagnostic tools 4, Treatment 6 and De-escalation approaches 3). After the second round, the following 12 were validated: (1) Epidemiology (2 recommendations): think about candidiasis in your Intensive Care Unit (ICU) and do not forget that non-Candida albicans-Candida species also exist. (2) Diagnostic tools (4 recommendations): blood cultures should be performed under suspicion every 2-3 days and, if positive, every 3 days until obtaining the first negative result. Obtain sterile fluid and tissue, if possible (direct examination of the sample is important). Use non-culture based methods as microbiological tools, whenever possible. Determination of antifungal susceptibility is mandatory. (3) Scores (1 recommendation): as screening tool, use the Candida Score and determine multicolonization in high risk patients. (4) Treatment (4 recommendations): start early. Choose echinocandins. Withdraw any central venous catheter. Fundoscopy is needed. (5) De-escalation (1 recommendation): only applied when knowing susceptibility determinations and after 3 days of clinical stability. The higher rate of agreement was achieved in the optimization of microbiological tools and the withdrawal of the catheter, whereas the lower rate corresponded to de-escalation therapy and the use of scores. CONCLUSIONS: The management of invasive candidiasis in ICU patients requires the application of a broad range of knowledge and skills that we summarize in our recommendations. These recommendations may help to identify the potential patients, standardize their global management and improve their outcomes, based on the DELPHI methodology.

"praeizar" el proyecto educativo institucional: una alternativa para incluir la dimensión ambiental en la educación básica y media / "praezation" f tthe institutinal educational project: an alternative for thee inclusion of the environmental dimension in primary and middle school

Con base en los resultados de la investigación titulada "La educación ambiental en Manizales. Antecedentes y perspectivas" y en la normativa educativa nacional vigente, se presenta la fundamentación y el desarrollo específico de la propuesta relacionada con incluir los elementos característicos del Proyecto Ambiental Escolar (PRAE) en el Proyecto Educativo Institucional (PEI), bajo la denominación de 'praeización' del PEI.

Based on the results of the research entitled "Environmental education in Manizales. History and perspectives" and on the current national educational norm, the fundaments and the specific development of the proposal related to the inclusion of the characteristic elements of the Environmental School Project (PRAE by its initials in Spanish) in the Institutional Educational Project (PEI by its initial in Spanish) are presented.

Coherencia del programa de psicología con el proyecto educativo institucional de la Funlam / Consistency of the psychology program with the institutional educational project of the Funlam

Partiré de la premisa que necesariamente el currículo del Psicología Social debe estar anclado en un proyecto educativo institucional que le dé soporte a la reflexión y acción permanente. Para poder evidenciar esta premisa, me aproximaré a las directrices que plantea la universidad en su plan rector y desde allí tratare de ver la correspondencia con el deber ser del currículo antes mencionado. Uno de los mayores retos para lograr los estándares de calidad que plantea el decreto 1527 de julio 24 de 2002 es tener coherencia interna con las demandas y requerimientos institucionales.

I will start from the premise that the Social Psychology curriculum must necessarily be anchored in an institutional educational project that supports permanent reflection and action. In order to demonstrate this premise, I will approach the guidelines proposed by the university in its master plan and from there I will try to see the correspondence with the duty of the aforementioned curriculum. One of the biggest challenges to achieve the quality standards posed by Decree 1527 of July 24, 2002 is to have internal coherence with institutional demands and requirements.