Colección: La Educación
Número: (134-135) I,II
According to the latest estimate of the Subcommittee on Nutrition of the United Nations (SCN/NU 2000), iron deficiency and the anemia it produces affect more than 3.5 billion people in developing countries, of which approximately 53% of school-aged children and 42% of pre-school children are affected. What importance do these statistics have for the educational sector in general, and for the students in particular? This work summarizes scientific literature on the effects of anemia in formal education and in the cognitive functioning of the child in school. The works reviewed respond to two similar questions that vary in terms of when during the child’s development he/she suffered from iron deficiency and anemia. The article begins with a brief description of the causes of iron-related anemia and its biochemical and blood indicators. Reference is then made about its epidemiology and the mechanisms for explaining the relation between anemia and learning problems in school. The article will attempt to respond to the questions regarding the funcional efects in school and present some tentative conclusions. The objective of this article is to present the relation between health and education in a country, emphasizing—in the section on epidemiology—the problem in Peru.
[INDICE] [RESUMEN] [CAUSAS E INDICADORES] [EPIDEMIOLOGÍA] [MECANISMOS ENTRE LA DEFICIENCIA DE HIERRO Y LAS ALTERACIONES FUNCIONALES] [¿EXISTE ALGUNA RELACIÓN CONCURRENTE ENTRE LA ANEMIA FERROPÉNICA DURANTE LOS PRIMEROS 24 A 36 MESES DE VIDA Y EL DESARROLLO MENTAL Y MOTOR? ] [¿EXISTE ALGUNA RELACIÓN ENTRE LA ANEMIA FERROPÉNICA DURANTE LOS PRIMEROS 24 A 36 MESES Y EL FUNCIONAMIENTO INTELECTUAL Y EL APROVECHAMIENTO DEL ESCOLAR? ] [¿EXISTE ALGUNA RELACIÓN ENTRE LA ANEMIA FERROPÉNICA DEL ESCOLAR Y SU FUNCIONAMIENTO INTELECTUAL ASÍ COMO CON SU RENDIMIENTO EN LA ESCUELA? ] [RESUMEN Y CONCLUSIONES] [SUMMARY] [NOTAS] [BIBLIOGRAFÍA]