A utilização da plataforma youtube no ensino de sociologia no contexto do ensino remoto / The use of the YouTube platform in Sociology teaching in the context of remote education / La utilización de la plataforma YouTube en la enseñanza de Sociología en el contexto de la enseñanza remota

Durante o ensino remoto emergencial no Brasil diversas tecnologias digitais foram utilizadas por escolas e professores(as), como ferramentas de suporte ao processo de ensino-aprendizagem, dentre elas o YouTube. Este trabalho objetiva analisar de que maneira professores(as) do Distrito Federal adotaram o Youtube nas atividades de Sociologia durante o ensino remoto. Para isso, realizou-se pesquisa de abordagem mista com a aplicação de questionário por meio do Google Forms a 16 professores(as) e a realização de seis entrevistas semiestruturadas por meio do Google Meet. Os resultados apontam uma ampla adoção do Youtube como recurso pedagógico de apoio para o planejamento e a realização das atividades síncronas e assíncronas disponibilizadas pelos(as) professores(as) aos(às) estudantes, assim como um repositório de aulas de Sociologia.(AU)

During the emergency remote education in Brazil several digital technologies were used by schools and teachers as tools to support teaching-learning process, among them the YouTube. This work aims to analyze how teachers of Distrito Federal adopted YouTube in Sociology activities during remote education. For this, a mixed approach search was carried out with the application of questionnaire to 16 teachers and the attainment of 6 semi-structured interviews. The results point out a broad adoption of YouTube as a pedagogical support for the planning and the realization of the synchronous and asynchronous activities made available by the teachers to the students, as well as a repository of Sociology classes.(AU)

Durante la enseñanza remota de emergencia en Brasil diversas tecnologías digitales fueron utilizadas por las escuelas y profesores como herramientas de soporte en el proceso de enseño-aprendizaje, entre ellas el YouTube. Ese trabajo objetiva analizar de qué manera profesores (as) en el Distrito Federal elegirán YouTube en actividades de Sociología durante la enseñanza remota. Para eso, efectuóse una investigación con enfoque mixta con aplicación de cuestionario para 16 profesores (as) y realización de 6 entrevistas semiestructuradas. Los resultados señalan una amplia adopción YouTube como recurso pedagógico de apoyo para la planificación y la realización de actividades sincrónicas y asincrónicas disponibles por los profesores (as) a los estudiantes, así como un repositorio de clases de sociología.(AU)

O ensino de sociologia no século XIX: experiências no estado do Amazonas, 1890-1900 / Teaching sociology in the nineteenth century: experiences in the state of Amazonas, 1890-1900

Resumo O artigo evidencia a presença do ensino de sociologia no Brasil no século XIX. As fontes remetem ao Diário Oficial do Estado do Amazonas e ao jornal Amazonas publicados entre 1890 e 1900, onde identificam-se experiências no estado do Amazonas. O referencial teórico-metodológico centra-se na análise documental e no conceito de "campo" de Bourdieu, no intuito de compreender as dinâmicas de inserção da sociologia na escola normal e no ensino secundário brasileiro. Os resultados revelam a formação do professorado, o número de alunos, os conteúdos e a sua configuração no currículo escolar, a influência das leis federais e a circulação internacional das ideias na proposição do ensino de sociologia.

Abstract This article depicts the teaching of sociology in nineteenth-century Brazil, using sources such as the Diário Oficial do Estado do Amazonas and the Amazonas newspaper published between 1890 and 1900 that convey experiences in the state of Amazonas. The theoretical-methodological approach focuses on document analysis and Bourdieu's concept of "field" in order to understand the dynamics of how sociology was situated within normal schools and secondary education in Brazil. The results illustrate teacher training, the number of students, the content and its inclusion in the curriculum, the influence of federal laws, and international circulation of ideas in the teaching of sociology.

The professional autonomy of nursing in pandemic times / Autonomía profesional de la enfermería en tiempos de pandemia / Autonomia profissional da enfermagem em tempos de pandemia

ABSTRACT Objective To reflect on the exercise of Nursing's professional autonomy in times of pandemic. Method Theoretical reflection in the light of the Sociology of Professions proposed by Eliot Freidson. Using the author's main concepts, it was sought to understand the professional practice of Nursing in times when its protagonism in the care process becomes even more challenging. Results Although there are obstacles in the daily work, it is believed that an autonomous practice contributes satisfactorily to the performance of nurses, since by revealing all the potential and leadership they have, they allow their professional autonomy to be legitimized. Final Considerations The reflection clarified the importance of nurses to put their professional autonomy into practice, in order to achieve greater recognition and social appreciation of their work in times of pandemic.

RESUMEN Objetivo Reflexionar sobre el ejercicio de la autonomía profesional de la Enfermería en tiempos de pandemia. Método Reflexión teórica a la luz de la Sociología de las Profesiones propuesta por Eliot Freidson. Utilizando los conceptos principales de la autora, buscamos comprender la práctica profesional de la Enfermería en momentos en que su protagonismo en el proceso asistencial se vuelve aún más desafiante. Resultados Si bien existen obstáculos en el trabajo diario, se cree que una práctica autónoma contribuye satisfactoriamente al desempeño de las enfermeiras y los enfermeros, ya que al revelar todo el potencial y liderazgo que tienen, permiten legitimar su autonomía profesional. Consideraciones Finales La reflexión aclaró la importancia de que el enfermero ponga en práctica su autonomía profesional, con el fin de lograr un mayor reconocimiento y valoración social de su trabajo en tiempos de pandemia.

RESUMO Objetivo Refletir sobre o exercício da autonomia profissional da Enfermagem em tempos de pandemia. Método Reflexão teórica à luz da Sociologia das Profissões proposta por Eliot Freidson. Utilizando-se os principais conceitos do autor, buscou-se uma compreensão sobre o exercício profissional da Enfermagem em tempos onde seu protagonismo frente ao processo de cuidar torna-se ainda mais desafiador. Resultados Apesar de existirem obstáculos no cotidiano de trabalho, acredita-se que uma prática autônoma contribui de forma satisfatória para o desempenho de enfermeiras(os), pois, ao revelarem todo o potencial e liderança que possuem, permitem que sua autonomia profissional seja legitimada. Considerações Finais A reflexão esclareceu a importância de enfermeiras(os) colocarem em prática sua autonomia profissional, com o intuito de alcançarem um maior reconhecimento e valorização social do seu trabalho em tempos de pandemia.

Implementation and Evaluation of a Dual-Track Research Training Program for Community Members and Community-Based Organizations.

BACKGROUND: It is a public health priority to increase community research participation to improve health outcomes and eliminate health disparities. There is a need for effective research training programs that build community stakeholders' capacity to engage as equitable partners. OBJECTIVES: To describe the collaborative process of implementing and evaluating a dual-track community research training program-Meharry Vanderbilt Community Engaged Research Core-Community Research Training Program (MVC-CRT) Program-and present participant evaluations. METHODS: The MVC-CRT is a six-session community-based organization (CBO) curriculum and a three-session community member (CM) curriculum, based on needs identified by various community stakeholders, that was piloted in 2016. Immediately post-training, an outcome evaluation (surveys) was used to measure trainees' confidence relative to 30 learning objectives for the combined training sessions (e.g., Introduction to research), satisfaction in preparing them for research roles, and impact on research activities (e.g., building sustainable partnerships). 2 and 3 months after training, a process evaluation (focus groups) was used to assess each session's flow, materials, group discussions, and facilitators. RESULTS: Trainees' immediate post-training confidence increased or remained the same across 26 of 30 learning objectives. Two to 3 months after training, trainees reported sustained confidence, perceived increased knowledge, and increased intentions to engage in or improve research activities. All participants were satisfied with the program and felt better prepared for research roles. CONCLUSIONS: Tailored community research training may result in positive outcomes that can ultimately increase community capacity to be equitable partners in research in support of efforts to improve health outcomes and eliminate health disparities.

Sociology: An Exploration into the Discipline's Relationship with Leadership Education.

As a discipline, sociology examines cultural and organizational dimensions of human interactions in society that provide the foundation for leadership studies as well as inform the development of leaders.

La enseñanza de la relación mutua entre ciencias biomédicas y sociedad. La experiencia de biomedicina, sociedad y cultura / The mutual relationship between biomedical sciences and society. The experience of biomedicine, society and culture

INTRODUCCIÓN: Los avances biomédicos de los últimos 2 siglos han tenido una repercusión importante en la sociedad. Sin embargo, la docencia de esta relación mutua en el ámbito universitario es una tarea pendiente. MATERIAL Y MÉTODOS: Se describe las características de la asignatura Biomedicina, sociedad y cultura dirigida a presentar la interacción de la biomedicina con la historia, la economía, la sociología y la cultura a los estudiantes de máster. Se presentan los resultados de los 3 primeros años (2015-2017) de su impartición mediante un cuestionario de evaluación cualitativo tipo Likert de 5 puntos para los aspectos generales del curso y cuantitativo para el interés de los diversos temas (0-5), que completaron los estudiantes. RESULTADOS: La cursaron 51 estudiantes. La mayoría (89%) provenía de estudios biomédicos. Los estudiantes expresaron con puntuaciones máximas (totalmente de acuerdo) que la asignatura había cumplido sus expectativas, que la recomendarían y que había aumentado sus conocimientos sobre la relación entre biomedicina y aspectos sociales y culturales. Los temas de mayor interés fueron los aspectos históricos (4,5 ± 0,6), las implicaciones sociológicas (4,6 ± 0,7) y las consideraciones bioéticas (4,5 ± 0,6), y el menos valorado fue los aspectos culturales (3,9 ± 1,0). DISCUSIÓN: La asignatura descrita puede contribuir de forma importante a que los graduados comprendan cómo se ejerce la relación mutua entre ciencia biomédica y elementos sociales. Materias similares pueden ayudar a la contextualización de los avances científicos en un área tan sensible como es la biomedicina

INTRODUCTION: Biomedical progress in the last two centuries has had a significant effect on society. However, the teaching on the mutual relationship between bioscience and society is still lacking in most universities. MATERIAL AND METHODS: A description is presented on the characteristics of the subject Biomedicine, society and culture. This is devoted to introduce, the interaction of biomedicine with history, economy, sociology, and culture, to graduate students of masters programs. The evaluation of the first three years (2015-2017) of the experience is reported. Student beliefs and opinions were evaluated by means of a questionnaire that used a five point Likert type scale for the agreement with some statements, and a quantitative scale (zero to five) for their opinion with the contents of the subject. RESULTS: The questionnaire on the experience was completed by 51 students. Most of them (89%) were graduates of biomedical disciplines. They gave the highest score (Fully agree) to the statements that the subject had fulfilled their expectations, that they would recommend it to other students, and the fact that the subject had increased their knowledge on the mutual relationship between biomedicine and social and cultural factors. The topics that they scored the highest were historical aspects (4.5 ± 0.6), sociological implications (4.6 ± 0.7) and bioethical considerations (4.5 ± 0.6), whereas the lowest was cultural aspects (3.9 ± 1.0) DISCUSSION: The subject described here may contribute to enhancing the understanding of the importance of a mutual relationship between biomedicine and society by postgraduate students. Similar initiatives may help in establishing the context of scientific progress in an important area such biomedicine

Evaluación de la estrategia didáctica de dramatización en los estudiantes de la asignatura de sociología de la carrera de medicina de la Universidad de Antofagasta / Evaluation of the didactic strategy of dramatization in the students of the subject of Sociology of the career of Medicine of the University of Antofagasta

Introducción: Los nuevos paradigmas del proceso de enseñanza-aprendizaje y los criterios de aseguramiento de la calidad de la educación superior en Chile exhortan a las universidades y programas de pregrado a la adopción de modelos educativos institucionales que potencien el aprendizaje centrado en el estudiante y a la utilización de estrategias didácticas que aseguren la significación de los aprendizajes. Objetivo: Evaluar la estrategia didáctica de dramatización ejecutada por los estudiantes de segundo año de la carrera de medicina de la Universidad de Antofagasta en la asignatura de sociología. Sujetos y métodos: Estudio cuantitativo transversal de una muestra de 42 estudiantes (de un total de 48) de la asignatura de sociología de la carrera de medicina de la Universidad de Antofagasta, que respondieron el cuestionario de evaluación de la estrategia didáctica de dramatización utilizada para el abordaje de la unidad de aprendizaje IV de la asignatura. Se utilizaron escalas de respuesta mixtas. Resultados: Los resultados se concentran en las categorías de respuesta que refieren acuerdo ('totalmente de acuerdo' y 'de acuerdo'), especialmente cuando se pregunta por la dinámica de trabajo del grupo. Conclusión: La estrategia didáctica de dramatización potencia el aprendizaje centrado en el estudiante. Por otra parte, permite evidenciar aspectos prácticos de la relación médico-paciente, revelando dimensiones del ser y saber hacer

Introduction: The new paradigms of the teaching-learning process and the higher education quality assurance criteria in Chile encourage universities and undergraduate programs to adopt institutional educational models that promote studentcentered learning and the use of strategies didactic that ensure the significance of learning. Aim: To evaluate the didactic strategy of dramatization carried out by the second year students of the Medicine career of the University of Antofagasta in the subject of Sociology. Subjects and methods: Cross-sectional quantitative study, whose sample was 42 students (out of a total of 48) of the subject of Sociology of the Medicine career at the University of Antofagasta, who answered the evaluation questionnaire of the didactic strategy of dramatization used for the approach of the unit of learning IV of the subject. Mixed response scales were used. Results: The results are concentrated in the response categories that refer agreement ('totally agree' and 'agree'), especially when asked about the work dynamics of the group. Conclusion: The didactic strategy of dramatization enhances student-centered learning. On the other hand, it allows to demonstrate practical aspects of the doctor-patient relationship, revealing dimensions of being and knowing how to do

Seeing power with a flashlight: DIY thermal sensing technology in the classroom.

This paper contributes to the growing literature on 'making and doing' in Science and Technology Studies (STS) by describing and theorizing the teaching of making and doing. We describe a collaborative do-it-yourself (DIY) technology project taught simultaneously in Canada and the United States, in sociology and public health, to undergraduates with no prior electronics experience. Students built thermal flashlights - low cost digital tools for making thermal images - and employed them to research their surrounding environments. By making and using the thermal flashlights, learners investigated power in two senses: identifying social power relationships embedded within normally unquestioned infrastructures, and exploring these infrastructures' connection to industrial forms of power, such as heat and electricity. Students and instructors came to understand how the control of power, light and temperature is vital to human-made infrastructure and environmental health threats that characterize the 21st century. Through this project, students went from being passive consumers of such power to become active investigators of their socio-technical systems by producing unique knowledge that enabled them to imagine how they might make and inhabit their environments differently. Breaking down the distinction between teaching and research, this article explores the promise of 'making and doing' in university courses to create new collaborative research platforms that could spread laterally and scale to transform social and technical infrastructures.

Expanding Systems Thinking: Incorporating Tools from Medical Sociology into MFT Education and Research.

The field of marriage and family therapy has historically focused on dynamics within family systems, and at times the role of social and cultural factors external to the family. To date, however, little scholarship has examined how therapists themselves are embedded within a mental healthcare system. The purpose of this article is to demonstrate how structural components of the mental healthcare system shape the practice of therapy. We draw from the field of medical sociology to illustrate how three dominant structures-managed care, diagnosis, and evidence-based models-are intertwining and mutually reinforcing systems that have significant and long-term implications for systemic therapists and researchers. We recommend incorporating a sociological understanding of such structures into MFT education and research.

Projeto ético-político do serviço social e a construção de um projeto educacional classista / Ethical-political project of social service and the construction of a class educational project

Este artigo, baseado em levantamento bibliográfico e documental, analisa a forma como a educação se insere no processo de luta de classes no contexto atual de degradação dos direitos sociais, resultante da efetivação de políticas neoliberais. Analisa as contradições entre distintos projetos de educação, ligadas ao processo de privatização dos serviços educacionais e descaracterização de seu sentido público e social. Contrariamente a essa tendência, discute-se uma concepção de educação capaz de articular-se a um projeto de superação do capitalismo, como condição para a emancipação humana. Aponta a atualidade do projeto ético-político do Serviço Social na construção de um projeto classista de educação que, ancorado na tradição marxista, valorize a formação profissional, a produção do conhecimento, o exercício profissional em articulação às lutas sociais em geral e em defesa da educação pública, laica, gratuita e de qualidade, referenciada em um projeto anticapitalista de sociedade.

This article, based on a bibliographical and documentary study, analyzes the way in which education is inserted in the process of class struggle in the current context of degradation of social rights, resulting from the implementation of neoliberal policies. It analyzes the contradictions between different education projects, related to the process of privatization of educational services and de-characterization of its public and social character. Contrary to this tendency, we discuss a conception of education capable of articulating with a project of overcoming capitalism as a condition for human emancipation. It points out the importance of the ethical-political project of the Social Service in the construction of a class-based education project that, anchored in the Marxist tradition, values professional qualification, knowledge production, and professional practice articulated to social struggles in general and in defense of public education, secular, free and of good quality, based on an anti-capitalist society project.

A 50 años del proyecto de marginalidad: carta a los estudiantes de sociología / Revisiting the social marginalizacion project 50 years later: letter to Sociology students

Este documento fue redactado por José Nun en noviembre de 1968. Fue su respuesta pública a las objeciones que recibió el proyecto de investigación sobre Marginalidad, del cual era Director, y de cuyo inicio se cumplen 50 años. El texto fue incluido en una publicación de Casa de las Américas en 1971, y desde entonces circuló como bibliografía de referencia, constituyendo el primer gran antecedente de integridad en la investigación en ciencias sociales. Las condiciones que estableció José Nun para la consecución de su proyecto -total libertad académica, completa autonomía científica, independencia académica, control de los datos- pueden considerarse un verdadero programa de ética aplicada, que se anticipó en medio siglo a los planteos contemporáneos en la materia.

This letter was written by José Nun in November 1968. It was his public response to the objections raised by other researchers concerning the ethical standards with which he had conducted the Social Marginalization Project. Fifty years have passed since José Nun carried out said study. This letter was first published by Casa de las Americas in 1971, and is still today a key reference concerning the issue of research integrity. In fact, it could be argued this is one of the first documents that addressed research integrity in social sciences within the Latin-American context. In many respects, the ethical considerations taken by José Nun for conducting the study (autonomy, independence, proper data handling, among others) match the guidelines established by Ethics Committees nowadays.

W. E. B. Du Bois at the center: from science, civil rights movement, to Black Lives Matter.

I am honoured to present the 2016 British Journal of Sociology Annual Lecture at the London School of Economics. My lecture is based on ideas derived from my new book, The Scholar Denied: W.E.B. Du Bois and the Birth of Modern Sociology. In this essay I make three arguments. First, W.E.B. Du Bois and his Atlanta School of Sociology pioneered scientific sociology in the United States. Second, Du Bois pioneered a public sociology that creatively combined sociology and activism. Finally, Du Bois pioneered a politically engaged social science relevant for contemporary political struggles including the contemporary Black Lives Matter movement.

Let's talk about society: A Critical Discourse Analysis of sociology courses in pre-registration nursing.

BACKGROUND: The discussion of teaching and learning in nursing has been prolific. Whereas most of the debate tends to focus on core contents of nursing programmes, little has been discussed about the teaching in 'supporting subjects' with relevance to both nursing education and nursing practice. This article offers a perspective on sociology scholarship for applied professions by using the case of nursing programmes. METHODOLOGY: Syllabus is a rich source of data, and in its representational capacity it becomes both a discursive construction and a vehicle of ideology. Accordingly, we present a Critical Discourse Analysis of syllabi of nursing schools in Chile as to identify core contents and ideologies, and implied challenges for nursing education. FINDINGS AND DISCUSSION: We argue that while the syllabus as a discourse discloses a significant cleavage, the biggest challenge is precisely to challenge the ideologies constructed by and embedded in the syllabi. Our reflection thus points to a better interdisciplinary dialogue as to enhance the actual contribution of sociology to nursing.

Rescuing from oblivion: social characteristics and career destinations of early British 'sociology' graduates, 1907-39.

Those students who were among the first sociology graduates in the UK barely feature in standard histories of the discipline, which all have an intellectual and institutional focus. This article remedies this neglect by researching the social backgrounds and later careers of sociology graduates from the London School of Economics and Political Science [LSE] and Bedford College for Women from the first such graduate in 1907 until those graduating in the 1930s. Data for this exercise were compiled from a variety of sources. The more important are: UK censuses, especially that of 1911; various civil registration records; archived student files; and, for the graduates who entered university teaching, issues of the Yearbook of the Universities of the Empire [later the Commonwealth Universities' Yearbook]. The dataset includes all identified graduates in the BSc(Econ), Special Subject Sociology, degree from 1907 to 1935 and all in the BA (Honours) in Sociology degree from 1925 to 1939. LSE sociology graduates tended to be older and to have more cosmopolitan backgrounds, with fathers more likely than for Bedford College graduates to come from commercial rather than professional backgrounds. Both institutions' graduates' careers tended to the Civil Service and local government. LSE graduates gravitated to education, especially to higher education if male, whilst those of Bedford College went into welfare work, countering a stereotype from some previous literature that especially women graduates were heavily constrained to follow careers in schoolteaching. The article also gives comparisons with the social-class profile and career destinations of several cohorts of postwar sociology graduates, noting a number of similarities.

Deaf studies alumni perceptions of the academic program and off-campus internship.

Alumni of an undergraduate Deaf studies program completed an online survey about their education and employment after graduation and their perceptions of their internship and undergraduate academic program. Demographically, this population of Deaf studies alumni represented a higher percentage of women and dual-major graduates than was present in the general university population. It was found that most of the alumni reported using the knowledge and skills from the Deaf studies program in their current job. Current employment among alumni was almost 100%, and most of the alumni had positive perceptions regarding their personal, academic, and professional growth as it related to their internship and undergraduate Deaf studies program. The study findings underscore the need for continued support of Deaf studies programs. Suggestions are provided for program directors regarding the development of internships and academic programs for students in Deaf studies.