RESUMEN El artículo presenta una reflexión derivada de una revisión sistemática (RS) de literatura sobre formación inicial docente (FID) y la implementación de controversias sociocientíficas (CSC), como herramienta esencial en la FID de profesores de ciencias, con énfasis en profesores de química en formación, como población estudio, del proyecto de investigación que sustenta esta reflexión. Las CSC se destacan como una oportunidad para contribuir a la alfabetización científica (AC) con fines democratizantes de la ciencia, más allá de la AC funcional, especialmente en un contexto post-pandemia, caracterizado por la necesidad de innovar en metodologías para desarrollar motivación y pensamiento crítico, valorando el conocimiento científico en contexto y territorio, para una ciudadanía responsable. La integración de CSC en la FID, desafía las prácticas tradicionales y dogmáticas, transitando a una educación contextualmente relevante. La reflexión está situada en el contexto chileno, con el objetivo de tensionar la FID en ciencias y su propósito.

RESUMO O artigo apresenta uma reflexão decorrente de uma revisão sistemática da literatura sobre a formação inicial de professores e a implementação de Controvérsias Sociocientíficas (CSC), como ferramenta essencial na formação inicial de professores de ciências, com ênfase nos professores de química. As CSC destacam-se como uma oportunidade de contribuir para a alfabetização científica (AC) com objetivos democratizantes da ciência, para além da AC funcional, especialmente num contexto pós-pandemia, caracterizado pela necessidade de inovar através de metodologias com o intuito de desenvolver a motivação e o pensamento crítico, valorizando o conhecimento científico em contexto e território, na procura de uma cidadania responsável. A integração das CSC na formação inicial de professores desafiou práticas mais tradicionais e dogmáticas, caminhando para uma educação contextualmente relevante. A reflexão situa-se no contexto chileno, com o objetivo de destacar a formação inicial de professores em ciências e a sua finalidade.

ABSTRACT The article presents a reflection derived from a systematic review of literature on initial teacher training (ITT) and the implementation of socio-scientific issues (SSI), as an essential tool in the ITT of science teachers, with emphasis on chemistry teachers in formation, as a population study of the research project that supports this reflection. SSI stand out as an opportunity to contribute to scientific literacy (SL) with democratizing goals of science, beyond functional SL, especially in a post-pandemic context, characterized by the need to innovate in methodologies to develop motivation and critical thinking, valuing scientific knowledge in context and territory, for responsible citizenship. The integration of SSI into the ITT challenged traditional and dogmatic practices, moving towards a contextually relevant education. The reflection is situated in the Chilean context, with the objective of stressing the ITT in science and its purpose.

BACKGROUND: Good mental health literacy (MHL) has proven to aid in providing adequate and timely care, promote positive attitudes towards mental health and assist in the integration of mental healthcare with other services. Studies have shown that enhancing the MHL of healthcare workers (HCWs) can help alleviate the burden of mental illness. AIM: The study aims to explore the MHL of HCWs at a tertiary hospital in Johannesburg. SETTING: The study was conducted at Helen Joseph Hospital. METHODS: A quantitative, descriptive, cross-sectional study via a self-administered questionnaire consisting of: (1) a demographic, work and exposure to mental illness and mental healthcare services questionnaire and (2) the Mental Health Literacy Scale (MHLS) was employed. The MHLS identifies people with low MHL who could benefit from further interventions. RESULTS: Two hundred and fifty-two HCWs participated in the study. The overall median MHLS score was 129, in keeping with a previous study conducted in SA and Zambia. Younger HCWs with less than 5 years of experience scored higher. Among the various professions, doctors scored highest and nurses lowest. The anaesthetic and psychiatric departments obtained the highest MHLS scores. Personal exposure to mental illness and mental health services was associated with higher MHLS scores. CONCLUSION: This study highlighted areas where mental health awareness and education are lacking, which are crucial for improving MHL. Targeted interventions to fill these identified gaps are therefore recommended. CONTRIBUTION: To our knowledge, this was the first South African study to assess MHL among tertiary-level HCWs across various professions.

BACKGROUND: Medication non-adherence is a significant public health concern and is prevalent among mental healthcare users. Approximately 65% of patients with severe mental illness do not adhere to their prescribed medication. Medication nonadherence may worsen mental illness and result in poorer clinical outcomes, including frequent relapses and rehospitalisation rates, as well as long time to remission, which may contribute to increased cost of care. AIM: We explored perspectives regarding reasons for medication non-adherence among readmitted psychiatric patients SETTING: Weskoppies Psychiatric Hospital, Pretoria, South Africa. METHODS: We adopted the social constructivism paradigm for this exploratory qualitative study. Purposive sampling was used to select 15 re-admitted patients, who were nonadherent to their medication. Data were collected through individual semi-structured interviews. The interviews were audio recorded and transcribed. The data were thematically analysed, using the principles of grounded theory. RESULTS: Substance abuse, a lack of family support and poor health literacy were the most common reasons for non-adherence to medication. Other reasons included medication side effects, healthcare system drawbacks and a lack of finances to access healthcare. Some patients did not adhere to their medication because they believed that their mental illnesses were spiritual in origin CONCLUSION: Multiple factors contributed to patients not adhering to their medication, ultimately resulting in their relapse and readmission. Clinicians should be cognisant of these factors when trying to prevent relapse and readmission. CONTRIBUTION: Clinicians also ought to identify patients who are at risk of not adhering to medication. Targeted interventions should be established for tackling medication non-adherence.

RESUMO Este artigo trata de uma experiência de estágio docente realizado durante o mestrado em Letras, no qual foi ministrada a disciplina “Língua Inglesa I” para estudantes ingressantes no curso de graduação em Letras (Português/Inglês) da Universidade Federal de Sergipe. Além de abordar os tópicos da ementa da disciplina, com foco na língua inglesa, foram realizadas discussões sobre a teoria racial crítica e seu desenvolvimento no contexto educacional, por meio de atividades didáticas fundamentadas nas teorias de letramento racial crítico e interseccionalidade (LADSON BILLINGS, 1998; CRENSHAW, 2004; FERREIRA, 2023). Neste contexto, examinamos nossas práticas como docentes e as reflexões advindas dessa experiência, as quais ampliaram nosso entendimento sobre questões étnico-raciais, suas conexões com a educação linguística em língua inglesa e os impactos nas práticas sociais contemporâneas, incluindo as trocas de experiência com os discentes. Assim, este artigo objetiva compartilhar reflexões decorrentes da experiência citada. Trata-se de um estudo qualitativo e interpretativista (MOITA LOPES, 1994; SALDAÑA, 2009), focado na análise dos sentidos construídos durante o estágio docente, envolvendo reflexões do diário de campo dos pesquisadores e registros de atividades de sala de aula (PARDO, 2019; PAIVA, 2019). As análises seguem a corrente de estudos Suleados (SILVA JR; MATOS, 2019; PENNYCOOK; MAKONI, 2020), que preconizam a inclusão de vozes de grupos socialmente marginalizados. Os resultados indicam a relevância da construção de pontes entre a produção de conhecimento acadêmico e as práticas sociais de grupos marginalizados na educação linguística em inglês.

ABSTRACT This article is about the teaching internship experience conducted during the master’s program in Languages, in which the course “English Language I” was taught to incoming students of the undergraduate course in Languages (Portuguese/ English), at the Federal University of Sergipe. Alongside covering topics outlined in the course syllabus, focusing on the teaching of English, discussions were held on critical race theory and its place in the educational context, through classroom activities based on critical racial literacy and intersectionality (LADSON BILLINGS, 1998; CRENSHAW, 2004; FERREIRA, 2023). So, we examined our practices as educators and the reflections arising from this experience, which broadened our understanding of ethnic-racial issues, their connections with English language education, and the impacts on contemporary social practices, including exchanges of experiences with the students. Thus, this article aims to share reflections arising from the aforementioned experience. It is a qualitative and interpretive study (MOITA LOPES, 1994; SALDAÑA, 2009), focused on the analysis and interpretation of the meanings constructed during the teaching internship, involving reflections from the researchers’ field diary and records of classroom activities (PARDO, 2019; PAIVA, 2019). The analysis follows the strand of Southern studies (SILVA JR; MATOS, 2019; PENNYCOOK; MAKONI, 2020), which advocate for the inclusion of voices from socially marginalized groups. The results of the experience indicate the relevance of building bridges between academic knowledge production and the social practices of marginalized groups in English language education.

RESUMO O conceito de “letramento ideológico” (STREET, 1984) permite-nos validar todo e qualquer modelo de escrita. Nessa perspectiva, práticas de letramento marginalizado são tão legítimas, apesar de serem socialmente estigmatizadas, quanto práticas de letramento dominante. Neste artigo, investigo de que forma a escrita de duas estudantes da Educação de Jovens e Adultos se configura como uma subversão de normas sociais e linguísticas. Para tanto, utilizo a análise narrativa como metodologia que incorpora a natureza discursiva, situada e performativa das histórias estudadas (MOITA LOPES, 2021). No nível social, o acesso à leitura e à escrita é, para as estudantes, uma subversão de normas impostas, que as privaram do direito à educação. Na condição de mulheres que migraram do Nordeste para o Sudeste brasileiro em busca de melhores condições de vida, voltar a estudar e aprender a ler e escrever são atos de resistência que desafiam o status quo. No nível linguístico, as alunas reiteram suas intencionalidades enunciativas ao transgredirem a norma-padrão da língua portuguesa, ampliando as possibilidades de sentido dos textos a partir do uso subversivo de pontuação e dêiticos. Os resultados enfatizam a necessidade de reconhecer as histórias de letramento das estudantes como uma denúncia à atuação insuficiente do Estado quanto à oferta de educação de qualidade a todos. Ademais, os resultados indicam a necessidade de um ensino de língua que reconheça escritas não institucionalizadas como saberes a serem estudados em sala de aula, minimizando a linha abissal (SANTOS, 2010) entre oralidade e escrita e entre saberes escolares e não escolares.

ABSTRACT Street’s (1984) concept of “ideological model” advocates for the plural character of literacy, validating all models of writing. From this perspective, marginalized literacy practices are as legitimate as dominant literacy practices, despite being socially stigmatized. In this article, I aim to investigate in what ways the literacy narratives of two adult students transgress social and linguistic norms. I employ a narrative analysis methodology that incorporates the discursive, situated and performative nature of the stories (MOITA LOPES, 2021) I analyze. At the social level, access to reading and writing is, for the students, a subversion of imposed norms that deprived them of the right to education. As women who migrated from the northeast to the southeast of Brazil in search of better living conditions, returning to school and learning to read and write are acts of resistance that challenge the status quo. At the linguistic level, the students reaffirm their enunciative intentions by transgressing the standard norm of the language, expanding the possibilities of meaning in their texts through the subversive use of punctuation and deixis. The outcomes emphasize the need to recognize the students’ literacy journey as a social criticism against insufficient policies on the provision of quality education for all. Furthermore, the outcomes point to the need for language teaching and learning approaches that recognize non-institutionalized models of literacy as valid knowledge that enhances and enriches language learning, minimizing the abyssal line (SANTOS, 2010) between orality and literacy as well as between school and non-school knowledge.

Abstract: This article aims to understand the information practices of the Educamídia program platforms aimed at promoting information literacy during the pandemic. It uses the netnographic method to observe the activities carried out by the platforms. It notes that the promotion of information literacy in the Educamídia digital ecosystem occurred through the following dispersed practices: awareness of misinformation; teaching-pedagogical training; information curation. It concludes that Educamídia´s information literacy practices contribute to combating misinformation and can be replicated in other pandemics.

Resumo: Este artigo objetiva compreender as práticas de informação das plataformas do programa Educamídia orientadas à promoção da literacia informacional durante a pandemia. Recorre ao método netnográfico para observar as atividades agenciadas pelas plataformas. Constata que a promoção da literacia informacional no ecossistema digital do Educamídia ocorreu por meio das seguintes práticas dispersas: conscientização sobre desinformação; formação docente-pedagógica; recomendação da informação. Conclui que as práticas de literacia informacional do Educamídia contribuem para o enfrentamento da desinformação e podem ser replicadas em outras pandemias.

ABSTRACT Introduction: The Public Library has the mission and role of ensuring access to information for all people in need, providing a welcoming and comfortable environment for accessing knowledge, developing information literacy, and, through these initiatives and actions, fostering conditions for lifelong learning and improvement. Objective: To analyze the relationship between information literacy and the social protagonism of librarians in their role as agents of social transformation. Methodology: The research employs an exploratory and descriptive approach with a qualitative method, utilizing field research. Data collection was conducted through semi-structured interviews with librarians from two public libraries in the northern region of Brazil. Results: It identifies the presence of active, dynamic professionals who exhibit leadership and continually redefine their professional practices. Conclusion: Based on a critical analysis of the interviews in dialogue with scientific literature, the study considers the existence of professional protagonism among librarians in public libraries, as they feel increasingly prepared to meet the needs of users and consequently perform their activities with an awareness of their role in professional actions aimed at the development of individuals and communities. It concludes that only through the internalization and self-recognition as a social protagonist will the professional be able to initiate the formative and dialogic process of developing information literacy.

RESUMO Introdução: A Biblioteca Pública tem a missão e o papel de garantir o acesso à informação a todas as pessoas que dela necessitem, de proporcionar um ambiente aconchegante e acolhedor de acesso ao conhecimento, de desenvolver competência em informação e, com essas iniciativas e atitudes, favorecer as condições para o aprendizado e o aprimoramento ao longo da vida. Objetivo: analisar a relação entre a competência em informação e o protagonismo social dos bibliotecários em seu papel como agentes de transformação social. Metodologia: Realiza uma pesquisa exploratória e descritiva e com abordagem qualitativa, cujo método é a pesquisa de campo. A coleta de dados se deu por meio da técnica de entrevista, do tipo semiestruturada, com bibliotecários de duas bibliotecas públicas da região Norte do Brasil. Resultados: Identifica a presença de profissionais atuantes, dinâmicos, que exercem protagonismo e que, continuamente, ressignificam o seu fazer profissional. Conclusão: Considera, a partir da análise crítica das entrevistas em diálogo com a literatura científica, a existência do protagonismo profissional do bibliotecário nas bibliotecas, uma vez que se sente cada vez mais preparado para atender as necessidades dos usuários e, consequentemente, exercer suas atividades conscientes do seu papel nas ações profissionais em favor do desenvolvimento das pessoas e das comunidades. Conclui que somente a partir da internalização e autorreconhecimento como protagonista social é que o profissional terá condições de iniciar o processo formativo e dialógico do desenvolvimento da competência em informação.

RESUMO Este artigo busca revisitar o lugar dos gêneros e sexualidades na educação linguística. Enfatiza a importância de se abordar as linguagens dos corpos marginalizados e não hegemônicos, quais sejam, os corpos não heterossexuais/heteronormativos, que continuam a enfrentar a abjecção e a exclusão nas sociedades contemporâneas. Investiga o (im)possível e (im)provável encontro entre a educação linguística e as pedagogias focadas na diferença, nas sexualidades, nos gêneros e suas intersecções com os letramentos visuais. A pesquisa adota uma metodologia qualitativa e os métodos de investigação envolvem revisão de literatura, juntamente com análise de documentos digitais via letramentos visuais em que as imagens das mídias sociais são interpretadas como processos de construção de sentidos. A primeira Seção discute os conceitos de gêneros e sexualidades, concentrando-se em existências não heteronormativas e não heterossexuais. A segunda Seção defende que a educação linguística, os letramentos visuais e os estudos de gêneros e sexualidades podem e devem estar em constante diálogo nas aulas de línguas. Finalmente, o artigo oferece quatro praxiologias para a formação de professores de línguas em meio às intersecções de sexualidades e gêneros.

ABSTRACT This article seeks to revisit the place of genders and sexualities in language education. It emphasizes the importance of addressing the languages of marginalized non-hegemonic bodies, including non-heterosexual/heteronormative bodies, bodies who continue to face abjection and exclusion in contemporary societies. It investigates the (im)possible and (im)probable encounter amongst language education and pedagogies focused on difference, sexualities, genders and their intersections with visual literacies. The research adopts a qualitative methodology and the methods of investigation involve review of literature, alongside digital document analysis through visual literacy methodologies in which images on social media platforms are interpreted as meaning making processes. Section 1 discusses the concepts of genders and sexualities by focusing on nonheteronormative and non-heterosexual existences. Section 2 contends that language education, visual literacies and gender and sexuality studies could and should be in constant dialogue in language classes. Finally, the article offers four praxeologies for language teacher education amidst the intersections of sexualities, and genders.

ORIENTATION: The Sustainable Development Goals (SDGs) are critical global targets that management education must integrate to prepare future business leaders for sustainability challenges. RESEARCH PURPOSE: This study aims to develop and evaluate a mnemonic card game designed to enhance Master of Business Administration (MBA) students' understanding and retention of the SDGs. MOTIVATION FOR THE STUDY: Traditional teaching methods often fail to engage students with the complexity of the SDGs, limiting retention and comprehensive understanding. A mnemonic card game offers an innovative, engaging alternative. RESEARCH DESIGN, APPROACH AND METHOD: Following a Design Science Research (DSR) approach, the study involved MBA students playing the SDG card game. Pre- and post-game quizzes, surveys and facilitator observations were used to assess the game's effectiveness in improving SDG knowledge. MAIN FINDINGS: The game significantly improved students' understanding, with average quiz scores increasing by 2.41 points post-game. Qualitative feedback indicated high levels of engagement and enjoyment. PRACTICAL AND/OR MANAGERIAL IMPLICATIONS: The card game can be incorporated into business school curricula to enhance sustainability education, providing a scalable, cost-effective and engaging learning tool. It fosters critical thinking and ethical decision-making, aligning with the Principles for Responsible Management Education (PRME). CONTRIBUTION AND/OR VALUE-ADD: This study provides an innovative tool that enhances sustainability literacy among MBA students, demonstrating the potential for broader application in management education.

RESUMEN La alfabetización financiera es clave para la administración responsable de las finanzas personales, siendo un componente esencial para la vida adulta exitosa. Esta revisión bibliográfica empleó una revisión exploratoria en bases de datos académicas como Scopus, Google Scholar y Cicco, buscando estudios que abordaran la educación financiera a nivel internacional y en contextos latinoamericanos. Se seleccionaron 22 documentos publicados entre 2005 y 2023, especialmente en español e inglés. Este trabajo se enfoca en identificar los factores determinantes que influyen en la alfabetización financiera, identificándose cinco factores clave: características individuales, factores socioeconómicos, intervenciones educativas, tecnologías digitales e influencias culturales. Estos factores tienen un impacto significativo en la toma de decisiones financieras, la acumulación de riqueza y el bienestar financiero general.

ABSTRACT Financial literacy is key to responsible management of personal finances, being an essential component for successful adult life. This literature review used an exploratory review in academic databases such as Scopus, Google Scholar and Cicco, searching for studies that addressed financial education internationally and in Latin American contexts. 22 documents published between 2005 and 2023 were selected, especially in Spanish and English. This work focuses on identifying the determining factors that influence financial literacy, identifying five key factors: individual characteristics, socioeconomic factors, educational interventions, digital technologies and cultural influences. These factors have a significant impact on financial decision making, wealth accumulation, and overall financial well-being.

Abstract: In Chile, consumption has become the core of identity construction as a result of globalization and the neoliberal model. Adolescents are an important segment of the population which was affected by this transformation, since they constitute three different markets: the present, the future, and the influence on the family. A central aspect of consumption is the purchase decision making, which is divided in 3 styles: impulsive, planned, and compulsive. The aim of this study was to identify profiles of adolescents according to their purchase styles and exploring if they differ by sex, socioeconomic level, tendency to be influenced by peers and materialism. The study used a quantitative non-experimental design, of a correlational-multivariate type. Participants were selected using a two-staged sampling, which resulted in 1,108 adolescents, male and female, from La Serena, Coquimbo, Santiago, and Temuco. Participants answered a questionnaire which included: the Materialism Scale for Adolescents, the Questionnaire of Purchase Styles and the Scale of Susceptibility to Peer Influence on Consumption. Using hierarchical cluster analysis, 4 profiles were identified: compulsive buyers, planners, impulsive and diffuse. They had significant differences in socioeconomic status, tendency to influence peers and materialism. No significant differences were found regarding sex, but significant positive associations were found between materialism, peer influence, impulsive buying and compulsive buying, and a negative association between planned buying and materialism. Results are discussed considering the importance of economic literacy to achieve responsible and planned consumption.

Resumen: En Chile, el consumo se ha transformado en el núcleo de la construcción identitaria como consecuencia de la globalización y del modelo neoliberal. Los adolescentes son un segmento destacado de la población en la que impactó este cambio porque constituyen mercados: el presente, el futuro y el de influencia en la familia. Un aspecto clave del comportamiento de consumo es la toma de decisiones de compra, la que se divide en 3 estilos: impulsivo, planificado y compulsivo. El objetivo fue identificar perfiles de adolescentes según sus estilos de compra, determinando si estos difieren por sexo, nivel socioeconómico, tendencia a la influencia de pares y materialismo. El diseño fue cuantitativo no-experimental, correlacional-multivariado. A través de un muestreo por conglomerados bietápico, se seleccionaron 1.108 adolescentes chilenos de ambos sexos residentes en las ciudades de La Serena, Coquimbo, Santiago y Temuco. Se aplicó un cuestionario que incluyó la Escala de Materialismo para Adolescentes, Estilos de Compra y la Escala de Susceptibilidad a la Influencia de los Pares en el Consumo. Por medio de análisis de conglomerados jerárquicos, se identificaron 4 perfiles: compradores compulsivos, planificadores, impulsivos y difusos. Mostraron diferencias significativas según el NSE, tendencia a la influencia de pares y materialismo. No se encontraron diferencias con respecto al sexo, pero si se hallaron relaciones positivas entre materialismo, influencia de pares, compra impulsiva y compra compulsiva y una relación negativa entre compra planificada y materialismo. Se discuten los resultados considerando la importancia de la alfabetización económica para lograr un consumo responsable y planificado.

The training of Chemistry teachers in Brazil has been researched for a few decades and studies point out to training gaps that reverberate in teaching, especially in basic education. One of the contents covered in this step and which is part of the high school curriculum is radioactivity, which is related, among other things, to radiological and radioactive accidents that occur around the world. Thus, this research sought to investigate how the training provided to Chemistry undergraduates in the state of Goiás is in relation to the subject of radioactivity, since in 1987 a radiological accident occurred in Goiânia with a Cesium 137 source. This is a qualitative research, data were collected via questionnaire and the analytical technique used was discursive textual analysis (ATD). The results showed that due importance was not given to the radiological accident, since there is evidence of training gaps in relation to the topic of radioactivity in Chemistry degree courses in the state of Goiás, where the accident occurred, and the contents on radioactivity are either not addressed, or the approach is superficial. This fact directly impacts the teacher’s performance in basic education, when working on this content with their students. teaching education related things world Thus 198 13 source ATD. ATD . (ATD) addressed superficial teacher s students 19 1 (ATD

RESUMO Objetivo: A dificuldade de aprendizagem é causa de abandono escolar, redução de renda e risco de encarceramento. O pediatra é um profissional-chave para o diagnóstico e prevenção desse desfecho. O objetivo deste estudo foi detectar precocemente e referir crianças com dificuldade de aprendizagem encaminhadas da escola. Métodos: O protocolo incluía a realização de anamnese com os pais; teste de Snellen, audiometria e processamento auditivo central; encaminhamento para fonoaudiólogo, oftalmologista, otorrinolaringologista, psiquiatra, psicólogo e neurologista se necessário; teste de rastreio validado para leitura, escrita e matemática; relatório final com a suspeita diagnóstica, encaminhamento para profissionais e adequação curricular. Resultados: Em um ano foram avaliados 15 pacientes, com média de idade 10,3 anos, 80% do sexo masculino e mediana de série escolar quarto ano. O relatório foi entregue para pais em média após 6,4 meses. Alterações visuais e de processamento auditivo foram observadas em 35,7 e 100%, respectivamente. O resultado para escrita e leitura foi abaixo da média em sete crianças e na média em duas; para matemática, cinco crianças ficaram abaixo da média, uma na média e uma acima da média. Seis crianças não eram alfabetizadas e as suspeitas diagnósticas foram transtorno do espectro autista, déficit de atenção e hiperatividade, transtorno desafiador opositivo, deficiência intelectual ou inteligência borderline. Conclusões: O protocolo ajudou a identificar causas orgânicas de dificuldade de aprendizagem, quantificou a dificuldade e produziu um relatório com suspeita diagnóstica e encaminhamentos necessários para auxiliar no tratamento das crianças. Estudos com maiores populações e grupo controle são necessários para validar o protocolo. Objetivo encarceramento profissionalchave profissional chave desfecho escola Métodos Snellen central fonoaudiólogo oftalmologista otorrinolaringologista psiquiatra necessário matemática curricular Resultados 1 pacientes 103 10 3 10, anos 80 64 6 4 6, meses 357 35 7 35, 100 100% respectivamente duas autista hiperatividade opositivo borderline Conclusões 8

ABSTRACT Objective: Learning disability leads to school dropout and low self-esteem in childhood, low socioeconomic status, increased criminality, and incarceration in adulthood. Pediatricians are key professionals who can diagnose and prevent this. The objective of the study was the early detection and reference of children with learning disabilities as identified by their schoolteachers. Methods: The protocol included: specific anamnesis with parents; Snellen test; audiometry and central auditory processing test; referral to speech therapists, ophthalmologists, otorhinolaryngologists, psychiatrists, psychologists, and neurologists if necessary; validated screening tests to evaluate literacy and mathematics reasoning skills; and development of a report for parents and teachers on the suspected diagnosis, professional referral, and curricular adjustments. Results: A total of 15 patients were evaluated in 1 year, with a mean age of 10.3 years, median school fourth grade, and mostly males (80%). The time for final report delivery was 6.4 months. Visual impairment was identified in 35.7% and central auditory processing impairment in 100% of patients. For writing and reading skills, seven children had below average and two children had average scores; for mathematics skills, five had below average, one average, and one higher score. Six children were illiterate and were suspected of having autism spectrum disorder, attention-deficit hyperactivity disorder, oppositional defiant disorder, intelligence disability, or borderline intelligence coefficient. Conclusions: A specific protocol helped to identify sensory organ impairments and psychological and psychiatric conditions, quantify school hardship, and provide a report with a suspected diagnosis and referral for treatment of learning disabilities. Larger population studies and a control group are necessary to validate this protocol. Objective selfesteem self esteem childhood status criminality adulthood schoolteachers Methods included test therapists ophthalmologists otorhinolaryngologists psychiatrists psychologists skills adjustments Results year 103 10 3 10. years grade 80%. 80 80% . (80%) 64 6 4 6. months 357 35 7 35.7 100 scores score disorder attentiondeficit attention deficit coefficient Conclusions conditions hardship 8 (80% 35. (80 (8 (

Resumo Objetivo: Compreender e avaliar os efeitos do Treinamento Cognitivo de Compaixão (CBCT®) na promoção do bem-estar coletivo em comunidades periféricas. Método: Pesquisa-ação-participante com pessoas em situação de vulnerabilidade social em São Paulo, Brasil. Dados qualitativos oriundos do modelo de Pesquisa Participante Baseada na Comunidade, Rodas de conversa PPBC® (n=41), Plano de Trabalho Avaliação (n=18), observação participante e quantitativos de relatórios institucionais foram analisados com os softwares WebQDA® e Excel®, respectivamente. Resultados: Mulheres (93%), negras (78%), idade média de 37 anos, moradoras de comunidade periféricas (73%). Diretamente, a intervenção beneficiou 11.390 pessoas e, indiretamente, 43.282. Categorias analisadas: Opressões estruturais e autonomia individual; (Auto)cuidado gera empoderamento coletivo; Ação-reflexão-ação processo para (trans)formação; Letramento emocional como direito humano; e Práticas de (auto)cuidado e justiça social. Conclusão: O CBCT® promoveu efeitos positivos no bem-estar na dimensão coletiva. A metodologia crítico-reflexiva promoveu o engajamento comunitário e o letramento emocional, contribuindo para a valorização da equidade social.

Abstract Objective: To understand and assess the effects of Cognitive-Based Compassion Training (CBCT®) in promoting collective well-being on the outskirts. Method: This is participatory action research with socially vulnerable population in São Paulo, Brazil. Qualitative data from the community-based participant research (CBPR) model, rounds of conversation (n=41), evaluation work plan (n=18), participant observation and quantitative institutional reports were analyzed with WebQDA® and Excel®, respectively. Results: Women (93%), black (78%), mean age of 37 years, living on the outskirts (73%) participated. Directly, the intervention benefited 11,390 people and, indirectly, 43,282. Categories analyzed were: Structural oppressions and individual autonomy; (Self-)care generates collective empowerment; Action-reflection-action process for (trans)formation; Emotional literacy as a human right; and Practices of (self-)care and social justice. Conclusion: CBCT® promoted positive effects on well-being in the collective dimension. The critical-reflective methodology promoted community engagement and emotional literacy, contributing to social equity appreciation.

Resumen Marco contextual: La alfabetización en salud (AS) es la capacidad de una persona para obtener y traducir información con el fin de mantener y mejorar su salud. Objetivo: Caracterizar el nivel de AS de las personas ingresadas en un hospital oncológico; evaluar la fiabilidad del instrumento European Health Literacy Survey in Portuguese (HLS-EU-PT). Metodología: Estudio transversal, cuantitativo, descriptivo y metodológico. Muestra de 188 personas ingresadas en un servicio de cirugía oncológica entre mayo y septiembre de 2020, se recogieron datos mediante un formulario de caracterización sociodemográfica y de salud, y una herramienta de evaluación de AS. Resultados: El HLS-EU-PT mostró un alto nivel de consistencia interna. Todos los dominios y niveles de procesamiento del instrumento correlacionaron positivamente entre sí. Por término medio, los participantes tienen un nivel problemático de AS. Conclusión: Los resultados indican la necesidad de una mayor inversión en formación en AS. Son necesarios más estudios en esta y otras poblaciones, y en entornos sanitarios para orientar la práctica asistencial hacia una respuesta eficaz a los problemas de salud.

Abstract Background: Health literacy (HL) is the ability of an individual to obtain and translate information in order to maintain and improve their health. Objective: To characterize the level of HL of patients admitted to an oncology hospital and assess the reliability of the Portuguese version of the European Health Literacy Survey (HLS-EU-PT). Methodology: Cross-sectional, quantitative, descriptive, and methodological study. Sample of 188 patients admitted to a surgical oncology unit between May and September 2020. Data were collected through a sociodemographic and health characterization form and a HL assessment tool. Results: The HLS-EU-PT had a high level of internal consistency. All domains and information-processing levels correlated positively with each other. Participants had on average a problematic level of HL. Conclusion: The results indicate the need for greater investment in HL training. Further studies are needed in this population and in other populations and healthcare settings to provide an effective response to health problems.

Resumo Enquadramento: A literacia em saúde (LS) é a capacidade da pessoa obter e traduzir informações a fim de manter e melhorar a saúde. Objetivo: Caracterizar o nível de LS da pessoa internada num hospital oncológico; avaliar a fiabilidade do instrumento European Health Literacy Survey in Portuguese (HLS-EU-PT). Metodologia: Estudo transversal, quantitativo, descritivo e metodológico. Amostra de 188 pessoas internados num serviço de cirurgia oncológica entre maio e setembro de 2020, os dados foram colhidos através de formulário de caracterização sociodemográfica, de saúde e instrumento de avaliação da LS. Resultados: O HLS-EU-PT apresentou elevado nível de consistência interna. Todos os domínios e níveis de processamento do instrumento se correlacionam positivamente entre si. Os participantes apresentam em média um nível problemático de LS. Conclusão: Os resultados indiciam a necessidade de um maior investimento na capacitação da LS. São necessários mais estudos nesta e noutras populações e contextos de prestação de cuidados de saúde, de forma a direcionar a prática de cuidados na resposta eficaz aos problemas de saúde.