Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Introduction: Coronaviruses are causative agents of respiratory, hepatic, intestinal and neurological diseases. The neurological implications caused by acute respiratory syndrome due to coronavirus 2 have raised several opinions. The clinical involvement and pathophysiologic mechanisms related to neurological complications in patients with COVID-19 are currently poorly understood.Objective: to describe the neurological involvement associated to SARS-CoV-2 according to its pathophysiopathogenic basis.Methods: a search was carried out, mainly in PubMed, with the descriptors COVID-19, SARS-CoV-2 and neuro. Scientific journals on the Internet and official Cuban and foreign press media were consulted. The manual published by the Spanish Society of Neurology in April 2020 was reviewed. The analysis-synthesis and historical-logical methods were used when associating the historical neurological affectations of the different coronaviruses with the current one and the deductive inductive method.Conclusions: the most frequent neurological affectations associated with SARS-CoV-2 are myalgias, headaches, cerebrovascular disease, encephalopathies, encephalitis, Guillain-Barré syndrome, disorders of the senses and consciousness and weakness; they are related to the triggering of inflammatory processes, with alterations caused to the respiratory centers of the brainstem, with mechanisms of muscular damage and with its neuroinvasive potential.

Introducción: las técnicas de cirugía mínimo invasiva han ganado interés entre los Especialistas en Cirugía ortopédica en la última década. Las fracturas de cadera en el anciano representan un enorme problema socio-sanitario por ser una causa importante de morbilidad, pérdida funcional y mortalidad en la tercera edad.Objetivo: realizar un estudio del procedimiento y protocolizar la técnica en el servicio.Métodos: se realizó un estudio prospectivo de 15 pacientes intervenidos quirúrgicamente, se utilizó la técnica mínima invasiva como abordaje para colocar la osteosíntesis, que se realizó con clavo placa Dynamic Hip Screw. El universo de estudio lo constituyeron 128 pacientes ingresados con fractura de cadera entre el primero de enero y el 31 de diciembre de 2019 en el Hospital “Mártires del 9 de Abril”.Resultados: la edad promedio de los casos fue de 77,4 años, el sexo femenino predominó, generalmente presentaban buenas condiciones cognitivas y su estado general era bueno, a pesar de que el hematocrito promedio en el preoperatorio era bajo la utilización de sangre fue poca gracias a las bondades de la técnica mínima invasiva, los abordajes menores a los 4,5 cm y las láminas de dos o tres agujeros, la evolución radiológica  fue satisfactoria.Conclusiones: la utilización de técnicas mínimo invasiva permite la mejor evolución de los casos tratados quirúrgicamente con fracturas de cadera.

Introducción: el síndrome de la vena cava superior es un conjunto de síntomas y signos causados por el deterioro del flujo sanguíneo de la mitad superior del tórax, el cuello, la cabeza y las extremidades superiores a la aurícula derecha debido a la obstrucción parcial o completa de la vena cava superior. Los tumores malignos, como el cáncer pulmonar y el linfoma, son la principal causa hasta en el 90% de los casos. El síndrome de la vena cava superior se ha informado como complicación rara del cáncer de tiroides, a consecuencia de la invasión mediastínica por el tumor o por la invasión intravascular del mismo con trombosis.Información del paciente: se describe el caso de una paciente femenina de 87 años de edad, con historia clínica de cáncer de tiroides, que asistió al Servicio de Urgencias por tos húmeda, disnea y escasa emisión de orina, la que presentó como complicación de esta neoplasia el síndrome de la vena cava superior por trombosis de la vena cava, de ambas yugulares y de la raíz de la arteria pulmonar.Conclusión: el síndrome de la vena cava superior, aunque no es muy común, se presenta con alguna frecuencia, por eso la necesidad del diagnóstico del proceso, sea benigno o maligno. El manejo de estos enfermos presenta siempre grandes dificultades porque, en muchas ocasiones, se comportan como graves urgencias clínicas.

Desde finales del siglo XV el océano Atlántico dejó de ser el inmenso horizonte ignoto e inexplorado que se hallaba más allá de las columnas hercúleas. A partir de ese tiempo las armadas comerciales y de guerra de España, Portugal, Francia, Inglaterra y Holanda, y cientos de navíos piratas y corsarios, lo surcaron convirtiéndolo en puente entre dos mundos y escenario inagotable de hazañas, aventuras, riquezas y destrucción. De esta manera el Atlántico sustituyó al Mediterráneo como escenario estratégico y espacio cultural preferente en la forja de la identidad europea. Los distintos proyectos políticos sucesivos que articularon el imperio de los Habsburgo hicieron del Atlántico un espacio propio recorrido por grandes flotas y sembrado de prósperas ciudades portuarias en ambas orillas, que alcanzó su plenitud durante las seis décadas de la unión ibérica (1580-1640). Y si América se vio obligada occidentalizarse por la fuerza de las armas y la evangelización masiva, Europa tuvo que adaptarse a una nueva realidad planetaria muy distinta a la que durante siglos había imaginado.

Introduction: José Martí, Cuba's national hero, has bequeathed various progressive perspectives over time, including in sports, a lesser-known facet of his prolific journalistic and literary work. It is known that he practiced a single specialty: chess; but in his chronicles he demonstrated knowledge of long-distance running, American football, billiards, boxing, horse riding, fencing, hunting, bullfighting and skating, among others. Objective: To deepen the moral conceptions of the National Hero of Cuba about sports and Physical Education. Material and method: to carry out this study, a bibliographic review of the complete works of José Martí was developed, referring to the North American scenes where Martí's chronicles about sports and Physical Education are collected to a greater extent. Results: The topic that is addressed by his interest transcends the borders of his time and is inserted in the project of the ideas that sustain the Cuban revolution, that sport is a right of the people; This article is dedicated to this, to highlight the opinions expressed by José Martí on sports, Physical Education and Recreation, being a critic of these from the moral point of view. Conclusions: José Martí developed an arsenal of ideas that constitute a high contribution to the development of sport and Physical Education. In journalism, the teacher had one of the most accurate views on the practice of sport.

Observational control models are used to carry out studies of opponents, allowing the tactical strategist to detect and plan a group of actions according to the weaknesses and strengths of the opponents. The objective of this research was to make a guide for observational control on offensive group tactics in soccer for analysts and coaches of this sport. Methods such as experiential experience, observation, documentary review and reflective critical opinion workshops were used. A non-probabilistic discretional sampling was used where the arguments were elaborated by 20 members of the International Group for the Preparation, Rehabilitation, Recreation and Research and Improvement in Soccer disciplines; these professors, analysts and soccer coaches belong to the Universities of Camagüey and Las Tunas. Two observation guides were made for the games and another one for the soccer training, both in function of the observational control of the offensive group tactics. It was verified the application of the elaborated observational guides that allow knowing the depth with which the soccer players manage to form and externalize the tactical habits during the game.

The article arises from the need to contextualize sports teaching and to establish the characteristics that differentiate it from sports training from the definition of its components and the system of pedagogical categories, principles and regularities that are inherent to it. All this, in order to give an answer to the latent contradiction today in the initial and continuous training of the sports teacher, as well as to the way of acting and performing their professional functions in correspondence with the real demands of the context of the sphere of action (basic link) where their professional practice is indicated. The objective of the research is to reflect on the components, categories and system of principles that characterize sports teaching, differentiating them from those of sports training. An extensive bibliographic review was carried out in national repositories and in the EBSCO HOST, Dialnet, SPORTDiscus and Google Scholar databases, which collect articles and journals of national and international scope. The analyses carried out offer a concrete and applicable answer for the improvement of the career curriculum, as well as of the normative documents for the performance of sports teachers in the basic link.

Starting from the analysis of the Abaporu metaphor and its meaning within Oswald de Andrade's Cannibal Manifesto, it allows us to take a tour of different moments in Latin American culture and the different strategies for its development in all areas of expression. When we think about the current Latin American context, some doubts arise about the ability to swallow and apprehend. The importance of communication technologies in today's world and its impact on cultural consumption are added to the lack of assertive cultural policies by some governments in the region. Of course, this framework is aggravated by the crisis caused by the Covid-19 pandemic.

This article presents some of the results of a recent investigation that was investigated in the process of formation of the Public Schools of Social Management of Chaco (Argentina). Starting from a perspective rooted in governmentality studies, the work sought to characterize contemporary political relations between the State and social movements in the educational field, emphasizing the problem of government; that is to say, of self-conduct and of the conduct of others. The main hypothesis is that the exercise of a government at a distance takes place, which is sustained by a series of autonomic paradoxes that put in tension the network between the State and social movements in the educational field of Chaco. These frictions, far from expressing dialectical confrontations, reveal a series of socio-state articulations affirmed in principles such as community co-responsibility, state subsidiarity, associativity and complementarity in which the social movements themselves assume the task of guaranteeing the schooling of historically vulnerable populations. Regarding the methodological design, it was mainly qualitative, incorporating semi-structured virtual interviews with key informants as well as an abundant documentary analysis.

The material that is offered here responds to a deep motivation that has the intention of feel-thinking from other sources the question of pedagogies at this time, which stress the logics of neoliberal capitalism and its ways of become a body in the territories. Assuming the complexity of an approach that does not reproduce the colonial ways of doing Social Sciences, these pages are limited to raising some questions and provisional statements about education as a constitutive dimension of the praxis of popular social autonomous movements, conducting a documentary analysis of theoretical methodological lines. Among the unavoidable references for reflection, there is the work of Elisa Cragnolino on the Peasant Movement of Córdoba (MCC) and the pedagogical projects developed in recent years; also the contributions of Oscar Soto, Lia Pinheiro Barbosa, Miguel Arroyo, Norma Michi, Diana Vila and Álvaro Di Matteo, Mercedes Palumbo and Anahí Guelman. In this diversity of approaches and experiences I am interested in questioning what the different intellectuals highlight about the characterizations offered of these pedagogies deployed in praxis, the criticisms of the school of the official system and the particularities of the processes of subjectivation that they display.