BackgroundBacterial meningitis (BM) is a public health challenge as it is associated with high lethality and neurological sequelae. Worldwide, most cases are registered in the African Meningitis Belt (AMB). The role of particular socioepidemiological features is essential for understanding disease dynamics and optimizing policy-making.ObjectiveTo identify socioepidemiological macro-determinants that contribute to explaining the differences in BM incidence between AMB and the rest of Africa.MethodsCountry-level ecologic study based on the cumulative incidence estimates of the Global Burden of Disease study and reports of the MenAfriNet Consortium. Data about relevant socioepidemiological features were extracted from international sources. Multivariate regression models were implemented to define variables associated with the classification of African countries within the AMB and the incidence of BM worldwide.ResultsCumulative incidences at the AMB sub-regions were 111.93 (west), 87.23 (central), 65.10 (east), and 42.47 (north) per 100,000 population. A pattern of common origin with continuous exposition and seasonality of cases was observed. Socio-epidemiological determinants contributing to differentiating the AMB from the rest of Africa were household occupancy (OR 3.17 CI 95% 1.09–9.22, p = 0.034) and malaria incidence (OR 1.01 CI 95% 1.00–1.02, p = 0.016). BM cumulative incidence worldwide was additionally associated with temperature and gross national income per capita.ConclusionSocioeconomic and climate conditions are macro-determinants associated with BM cumulative incidence. Multilevel designs are required to confirm these findings.

Los diálogos pedagógicos fueron una experiencia pedagógica y de producción de memorias, que por medio del encuentro y del diálogo entre mujeres lideresas y víctimas del conflicto armado en Colombia, talleristas, estudiantes y profesorxs de colegios públicos de Bogotá, buscaba abrir un espacio para reflexionar sobre temas como el conflicto armado y social, la violencia, el dolor, la impunidad, pero también la resistencia, la esperanza y la paz, al interior de la escuela. Este artículo se propone compartir parte de un ejercicio de reconstrucción narrativa realizado con las mujeres participantes, no sólo para visibilizar la experiencia de diálogos pedagógicos y algunas de las comprensiones que las mujeres construyeron sobre esta; sino también algunas reflexiones político-pedagógicas que permitan entender mejor los elementos, los sentidos y los significados que la rodean.