Resumo O presente artigo apresenta uma pesquisa que tomou como hipótese uma interpretação crítica da história da educação não formal no Brasil, que aborda seu surgimento ligado a um projeto conservador para mitigar a força da educação popular no período da Ditadura Civil Militar. A investigação partiu de tais indícios e de uma proposta metodológica da sociologia política que se refere ao estudo das formas sociais hegemônicas para buscar elos de tal processo na história da educação não formal. A exposição que segue apresenta os resultados de uma investigação com base em pesquisa bibliográfica e documental. De um lado, tal processo é especificado pela substituição dos programas de educação de adultos desenvolvidos no início dos anos 1960, no bojo dos movimentos de cultura popular, que tinham Paulo Freire como referência, pela instituição do Mobral (Movimento Brasileiro de Alfabetização). De outro lado, o exame dos documentos da UNESCO, sobretudo a partir dos textos de Philip Coombs, considerado o pioneiro no uso do termo educação não formal, como recomendação para superação da crise na educação. Em ambos os movimentos, o nacional e internacional, é possível identificar a gênese dessa forma social que se configura pela associação entre Estado, entidades privadas e sociedade civil. Essa forma altera os agentes e as finalidades de uma educação voltada às classes populares. A prevalência dessa forma social apresenta-se em outros momentos-chave da história da educação não formal, sobretudo na década de 1990, com o crescimento do terceiro setor, das ONGs e das fundações e institutos empresariais.

Abstract This article presents a research that considered as a hypothesis a critical interpretation of the history of non-formal education in Brazil. Here we address its emergence linked to a conservative project to mitigate the strength of popular education during the period of the military dictatorship. The investigation started from such indications and from a methodological proposal of political sociology that refers to the study of hegemonic social forms to search for links of such process in the history of non-formal education. The following presentation discusses the results of an investigation based on bibliographic and documental research. On the one hand, this process is specified by the replacement of adult education programs developed in the early 1960s, amid popular culture movements, which had Paulo Freire as a reference, by the institution of Mobral (Brazilian Movement of Literation). On the other hand, the examination of UNESCO’s documents, especially from the texts of Philip Coombs, considered the pioneer in the use of the term non-formal education, as a recommendation to overcoming a crisis in education. In both movements, national and international, it is possible to identify the genesis of this social form configured by the association between the State, private entities, and civil society. This form changes the agents and purposes of an education aimed at the popular classes. The prevalence of this social form appears at other key moments in the history of non-formal education, especially in the 1990s, with the growth of the third sector, NGOs and business foundations and institutes.

Introduction: From 70% to 85% of the general population suffers from back pain. Back School programs have been effective in the treatment of chronic low back pain. Taping may be useful in reducing pain and normalizing muscle function. The objective of this study was to evaluate the short- and long-term effectiveness of combining taping with Back School. Methods: Randomized controlled clinical trial. The experimental group used tape and made Back School and the control group only made Back School. At the beginning and the end of treatment, pain was evaluated with a visual analogue scale, the flexibility was determined with the Modified Finger Tip-to-Floor Test and functionality was calculated with the Roland Morris Disability Questionnaire. Depression was recorded with the Depression Beck Inventory just at the beginning. Results: Two hundred and twenty patients were enrolled, only 42 in the experimental group and 33 in the control group completed the treatment. Pain variation between the first and the fifth session showed no differences between groups regardless of time (p = 0.329). There were no differences between groups in functionality (p = 0.75), flexibility (p = 0.20) and depression. Conclusion: The combination of taping and Back School compared with only Back School was not more effective in reducing pain, increasing functionality and flexibility in patients with chronic low back pain.

Introducción: El 70-85% de la poblacion general sufre dolor lumbar. Se ha demostrado que los programas de Escuela de Columna son eficaces para el tratamiento de la lumbalgia cronica. El taping podria ser util para disminuir el dolor y normalizar la funcion muscular. El objetivo de este estudio fue evaluar la eficacia a corto y a largo plazo del taping combinado con la Escuela de Columna en el tratamiento de la lumbalgia cronica. Materiales y Métodos: Ensayo clinico controlado aleatorizado. El grupo experimental utilizo cinta (tape) y realizo Escuela de Columna, y el grupo de control solo realizo Escuela de Columna. Al comienzo y al final del tratamiento, se registraron el dolor con la escala analogica visual, la flexibilidad con el Modified Finger Tip-to-Floor Test y la funcionalidad con el Roland Morris Disability Questionnaire. Solo al inicio se midio la depresion con el Beck Depression Inventory. Resultados: Se incluyeron 220 pacientes, solo 42 del grupo experimental y 33 del grupo de control completaron el tratamiento. El delta de dolor entre la primera y la quinta sesion no mostro diferencias entre los grupos, independientemente del tiempo (p = 0,329). Tampoco hubo diferencias entre los grupos en las determinaciones de depresion, funcionalidad (p = 0,75) y flexibilidad (p = 0,20). Conclusión: El taping combinado con Escuela de Columna comparado con el tratamiento exclusivo de Escuela de Columna no resulto mas eficaz para disminuir el dolor, aumentar la funcionalidad y la flexibilidad en los pacientes con lumbalgia cronica.

RESUMO: Este artigo trata das recentes jornadas de lutas protagonizadas por estudantes secundaristas, em particular o movimento de ocupação das escolas estaduais paulistas, ocorrido no final de 2015. Pretende-se analisar em largos traços o contexto político, econômico e educacional em que tais embates se inserem, bem como refletir sobre seus potenciais formativos e organizativos, considerando a forma e os conteúdos da ação dos secundaristas à luz da crítica aos modos dominantes de educação. Este estudo teve por esteio dados de observação e conversas informais travadas durante visitas a escolas ocupadas, análise de produções culturais e episódios emblemáticos desenvolvidos pelos estudantes no interior de suas lutas, além de reportagens jornalísticas e trabalhos acadêmicos.

ABSTRACT: This article discusses the recent days of fighting enthralled by high school students, in particular the movement of occupation of the São Paulo state schools, which occurred at the end of 2015. We intend to analyze in broad terms the political, economic and educational context in which such conflicts are fall lie and to reflect on its formative and organizational potentials, considering the form and the contents of the students actions in the light of the criticism of the dominant modes education. Such study will be based on data observation and informal conversations established during visits to occupied schools, on analysis of cultural productions and emblematic episodes developed by students within their struggles, and on journalistic news and academic papers.

RESUME: Cet article décrit les récentes journées de lutte des étudiants secondaires (lycéens), en particulier le mouvement d’occupation des écoles publiques dans l’état de São Paulo, qui ont eu lieu à la fin de 2015. Nous avons l’intention d’analyser en termes généraux le contexte politique, économique et éducationnel de ces conflits, aussi bien de réfléchir sur leurs potentialités de formation et d’organisation, en considérant la forme et le contenu de l’action des lycéens à la lumière de la critique des modes dominants de l’enseignement. Cette étude est basée sur l’observation et les conversations informelles établies avec les étudiants au cours des visites dans les écoles occupées, l’analyse des productions culturelles et des épisodes emblématiques développés par les étudiants au sein de leurs luttes, aussin bien que des articles de presse et des travaux académiques.

A chromatographic technique for determination of rutin and narcissin in marigold extract and topical formulations was developed and validated. The method shows linearity over the concentration range of 0.2 - 6.0 μg/mL of rutin (r = 0.9986) and 0.8 - 12.0 μg/mL of narcissin (r = 0.9951). The values obtained for precision and accuracy are in agreement with ICH guidelines. Both the formulation excipients and the porcine ear skin samples did not interfere with the flavonoids determination. The recovery of rutin and narcissin in skin samples added with marigold extract was 81.41% and 83.35%, respectively, which demonstrate the applicability of this method to perform skin penetration studies.