Resumen: La sistematización presentada da cuenta de una instancia de evaluación aplicada entre dos cátedras de la carrera de Educación Parvularia de una universidad chilena. El objetivo fue evaluar la aplicación de una experiencia evaluativa alternativa basada en competencias en formato de conversatorio. Las características del grupo muestral fueron 32 estudiantes de la carrera de Educación Parvularia de una institución privada de Educación Superior de Santiago de Chile que cursaban simultáneamente las cátedras de Neuroeducación y Psicología del Desarrollo. Su elección fue una muestra por conveniencia no probabilística, ya que, dadas las condiciones, los investigadores tuvieron facilidad de acceso a los sujetos participantes. Un grupo de estudiantes debía exponer oralmente un tema vinculado a ambas cátedras y, posteriormente, realizar comentarios y preguntas frente a otro tema diferente presentado por otro grupo. La instancia se evaluó mediante un instrumento tipo rúbrica (a nivel de forma y contenido) con una exigencia del 70% en la escala chilena de calificaciones. Se encontró que las estudiantes tuvieron un 67% de logro del indicador de aprendizaje vinculados a elementos de forma y un 100% de logro de los indicadores de aprendizaje vinculados a elementos de contenido. Así, se propone la necesidad de generar más y mejores instancias de evaluación que sean diferentes a la evaluación escrita tradicional en la educación superior, fortaleciendo un currículum orientado a competencias y enfocado a un adecuado desempeño profesional y laboral.

Resumo: A sistematização apresentada dá conta de uma instância de avaliação aplicada entre dois departamentos de programa de Educação Infantil de uma universidade chilena. O objetivo foi avaliar a aplicação de uma experiência alternativa de avaliação baseada em competências em formato de conversação. As características do grupo amostra foram 32 alunos do programa de Educação Infantil de uma instituição de Ensino Superior privada de Santiago, Chile que cursavam simultaneamente os cursos de Neuroeducação e Psicologia do Desenvolvimento. A escolha foi por uma amostra não probabilística de conveniência, pois, dadas as condições, os pesquisadores tiveram fácil acesso aos sujeitos participantes. Um grupo de alunos deveria apresentar oralmente um tema vinculado às duas aulas e, posteriormente, fazer comentários e perguntas sobre um tema diferente apresentado por outro grupo. A instância foi avaliada por meio de um instrumento do tipo rubrica (em nível de forma e conteúdo) com exigência de 70% na escala chilena. Verificou-se que os alunos obtiveram 67% de aproveitamento do indicador de aprendizagem vinculado aos elementos do formulário e 100% de aproveitamento dos indicadores de aprendizagem vinculados aos elementos do conteúdo. Assim, propõe-se a necessidade de gerar mais e melhores instâncias de avaliação diferentes da tradicional avaliação escrita no ensino superior, fortalecendo um currículo orientado por competências e focado no adequado desempenho profissional e laboral.

Abstract: The presented systematization accounts for an evaluation instance applied between two departments of the Early Childhood Education program at a Chilean university. The objective was to assess the implementation of an alternative evaluative experience based on competencies in a discussion format. The characteristics of the sample group included 32 students from the Early Childhood Education program at a private higher education institution in Santiago, Chile, who were simultaneously taking the courses in Neuroeducation and Developmental Psychology. Their choice was a non-probability convenience sample, as the researchers had easy access to the participating subjects given the circumstances. One group of students was required to orally present a topic related to both courses and then make comments and ask questions about a different topic presented by another group. The instance was evaluated using a rubrictype instrument (regarding both form and content) with a requirement of 70% on the Chilean grading scale. It was found that the students achieved 67% of the learning indicator related to elements of form and 100% of the learning indicators related to elements of content. Thus, it is proposed that there is a need to generate more and better evaluation instances that differ from traditional written assessments in higher education, strengthening a curriculum oriented toward competencies and focused on adequate professional and labor performance.

Abstract The study/research presents the results of a thesis that is justified by the search for understanding how the subjectivation of the teacher takes place and what processes of cyberformation and modes of subjectivation emerge in contemporary university teaching even in the face of the appeals of cyberculture, contemporary culture mediated by networked technologies and their implications for everyday processes of communication, creation and dissemination of knowledge. The aim of the research is to understand what discursive practices constitute being a teacher and what cyberformation processes result from university teaching that can emancipate subjects in contemporary times. Qualitative, multi-referential and articulated with the methodology of conversation, the research has an archaeogenealogical approach and seeks to create an ontology of the present of being a teacher. The data produced and analyzed in online conversations with twenty-nine teachers working in higher education in licentiate courses on four continents, America, Africa, Europe and Asia, constituted three Categorical Units of Analysis of teachers' discursive practices: virtuality, intersubjectivity and cyberformacivity. Intertwined with the research's theoretical framework, namely Agamben, Ardoino, Arendt, Bruno, Deleuze, Freire, Foucault, Han, Hooks, Lemos, Lévy, Moraes, Morozov, Najmanovich, Nietzsche, Nóvoa, O’Neil, Santaella, Santos Silva, Silva, Vieira Neto e Zuboff, the data revealed clues, pointing to how, in university teaching, being a teacher and the processes of cyberformation can promote principles that foster emancipation and critical technological awareness in subjects.

Resumen Este estudio/investigación presenta los resultados de una tesis que se justifica en la búsqueda de comprender cómo ocurre la subjetivación del docente y qué procesos de ciberformación y modos de subjetivación emergen en la enseñanza en las universidades contemporáneas, incluso frente a los atractivos de la cibercultura, la cultura contemporánea mediada por las redes tecnológicas y sus implicaciones para los procesos cotidianos de comunicación, creación y difusión del conocimiento. El objetivo de la investigación es comprender qué prácticas discursivas constituyen el ser maestro y qué procesos de ciberformación resultan de la enseñanza universitaria que pueden emancipar a los sujetos en la época contemporánea. Cualitativa, multirreferencial y articulada con la metodología de la conversación, la investigación tiene un enfoque arqueogenealógico y busca crear una ontología del presente del ser maestro. Los datos producidos y analizados en conversaciones en línea con veintinueve docentes que trabajan en educación superior en cursos de licenciatura en cuatro continentes, América, África, Europa y Asia, constituyeron tres Unidades Categóricas de Análisis de las prácticas discursivas docentes: virtualidad, intersubjetividad y ciberformacividad. Entrelazados con el marco teórico de la investigación, a saber, Agamben, Ardoino, Arendt, Bruno, Deleuze, Freire, Foucault, Han, Hooks, Lemos, Lévy, Moraes, Morozov, Najmanovich, Nietzsche, Nóvoa, O'Neil, Santaella, Santos, Silva, Vieira Neto y Zuboff, los datos dieron lugar a pistas que señalan cómo, en la educación universitaria, los procesos de enseñanza y ciberformación pueden promover principios que promuevan la emancipación y la conciencia tecnológica crítica entre los sujetos.

Abstract This article addresses the place of enunciation of mestizo feminists who do not belong to current identity movements. This question is expressed in the notion of outsider-insider, which is the reflection of subjects who are simultaneously inside and outside feminist struggles, a tension that manifests itself in a pending debate in Latin American feminisms. Under this interpellation, two Mexican feminist voices, the writer Dahlia De La Cerda and the anthropologist Mariana Mora, have been placed in dialogue, exposing lines of thought that conform particular and complementary ways of understanding the identity relations of the feminist subject. The methodology of analysis considers the hermeneutic interpretation of discourse, in conjunction with the theoretical tools of intersectional feminisms, and is applied to two texts by the aforementioned authors. The results of this discursive interpretation show territory and mestiza-ness as two categories imbricated in peripheral feminisms. In addition, it is shown that affects and the capacity to listen constitute two key elements that conclude in an indispensable political positioning to subvert the epistemic valuations that feminism grants to the privileges of race and class and to question the current definitions of mestizaje in Latin America.

Resumen En el presente artículo se aborda cuál es el lugar de enunciación de las feministas mestizas que no pertenecen a los movimientos identitarios actuales. Esta interrogante se expresa en la noción de outsider-insider, la cual es el reflejo de sujetas que están simultáneamente dentro y fuera de las luchas feministas, controversia que se manifiesta en una discusión pendiente en los feminismos latinoamericanos. Bajo esta interpelación, se ha colocado en perspectivas de diálogo dos voces feministas mexicanas, la escritora Dahlia De La Cerda y la antropóloga Mariana Mora, quienes exponen líneas de pensamiento que conforman modos particulares y complementarios de comprender las relaciones identitarias del sujeto feminista. La metodología de análisis considera la interpretación hermenéutica del discurso en conjunto con las herramientas teóricas de los feminismos interseccionales, y se aplican a dos textos de las autoras mencionadas. Los resultados de esta interpretación discursiva muestran al territorio y al ser mestiza como dos categorías imbricadas en los feminismos periféricos. Además, se demuestra que los afectos y la capacidad de escucha constituyen dos elementos claves que concluyen en un posicionamiento político indispensable para lograr subvertir las valoraciones epistémicas que el feminismo otorga a los privilegios de raza y clase, y para cuestionar las definiciones actuales sobre el mestizaje en América Latina.

ABSTRACT: Gingival recessions are defined as the displacement of the apical soft tissue margin to the cementoenamel junction, which is considered a highly prevalent mucogingival deformity in the global population. The aim of this study was to determine the association of various sociodemographic and periodontal conditions with the presence of gingival recessions. A case-control study was performed to identify the distribution and associations of clinical-periodontal characteristics of patients with and without gingival recessions. Subjects with gingival recessions were considered as cases and subjects with other periodontal conditions were defined as controls. Age, sex, smoking habit, plaque index and periodontal diagnosis were evaluated in all patients. Statistical analysis included chi-square tests, mean, standard deviation and correlation of data. The results indicated that the population was generally made up of women (70.4%) in adulthood (48.7 ± 15.7 years), presenting a considerably high frequency of gingival recessions (59.2%) with periodontal diagnoses located in the most severe stages (21.4-53.1%). Age was presented as a variable with statistically significant differences between the groups with and without gingival recession, considering age as a factor that is statistically associated with the presence of gingival recessions (p= 0.018). This study suggests that, although there are other variables that could be related to the presence of gingival recessions, age could act as a factor that predisposes the appearance of gingival recessions.

RESUMEN: Las recesiones gingivales se definen como el desplazamiento del margen de tejido blando apical a la unión amelocementaria, la cual se considera como una deformidad mucogingival altamente prevalente en la población global. El objetivo de este estudio fue determinar la asociación de diversas condiciones sociodemográficas y periodontales con la presencia de recesiones gingivales. Se realizó un estudio de casos y controles para identificar la distribución y asociación de las características clínica-periodontales de pacientes con y sin recesiones gingivales. Los sujetos con recesiones gingivales fueron considerados como casos y los sujetos con otras condiciones periodontales se definieron como controles. La edad, género, el hábito de fumar, índice de placa dentobacteriana y el diagnóstico periodontal fueron evaluadas en todos los pacientes. El análisis estadístico incluyó las pruebas chi cuadrada, promedio, desviación estándar y correlación de los datos. Los resultados indicaron que la población estuvo constituida generalmente por mujeres (70,4 %) en edad adulta (48,7 ± 15,7 años), presentando una frecuencia recesiones gingivales considerablemente elevadas (59,2 %) con diagnósticos periodontales ubicados en los estadios más severos (21,4 - 53,1 %). La edad se presentó como una variable con diferencias estadísticamente significativas entre los grupos con y sin recesión gingival, considerando a la edad como un factor que se asocia estadísticamente con la presencia de recesiones gingivales (p= 0,018). Este estudio sugiere que, aunque existen otras variables que podrían relacionarse con la presencia de recesiones gingivales, la edad podría actuar como un factor que predispone la aparición de recesiones gingivales.

Resumo Este artigo propõe um indicador que descreve, para cada município brasileiro, o nível de aprendizagem de seus estudantes do ensino fundamental e as desigualdades de aprendizagem entre grupos de estudantes definidos por nível socioeconômico, raça e sexo. Esse indicador é necessário porque as desigualdades de aprendizagem são crescentes e, contudo, não são observadas pelo principal indicador educacional do país, o Índice de Desenvolvimento da Educação Básica (IDEB). O estudo inicialmente conceitualiza justiça em educação, situando-se no debate sobre teorias de justiça distributiva. Em seguida, apresenta os aspectos metodológicos do indicador e os resultados obtidos. A principal constatação é que as disciplinas e séries escolares nas quais se verificou o maior número de municípios aumentando o seu nível de aprendizagem são também aquelas em que se verificou forte aumento das desigualdades. descreve brasileiro socioeconômico sexo contudo país IDEB. IDEB . (IDEB) educação situandose situando distributiva seguida obtidos (IDEB

Resumen Este artículo propone un indicador que describe, para cada municipio brasilero, el nivel y las desigualdades de aprendizaje y sus diferencias. Ese indicador es necesario porque las desigualdades de aprendizaje son crecientes y, no obstante, no son observadas por el principal indicador educativo del país, el Índice de Desarrollo de la Educación Básica (IDEB). El estudio inicialmente conceptualiza la justicia en educación, situándose en el debate sobre teorías de justicia distributiva. Después, presenta los aspectos metodológicos del indicador y los resultados obtenidos. La principal constatación es que las disciplinas y grados escolares en que se verificó un mayor número de municipios con aumento de su nivel de aprendizaje son también en los que se verificó un fuerte aumento de las desigualdades. describe brasilero diferencias obstante país IDEB. IDEB . (IDEB) educación distributiva Después obtenidos (IDEB

Abstract This article proposes an indicator that describes each Brazilian municipality’s learning level of its elementary school students, as well as learning inequalities among groups of students defined by socioeconomic status, race, and sex. This indicator is necessary because learning inequalities are growing and are not observed by the country’s main educational indicator, the Basic Education Development Index (IDEB). This study initially conceptualizes justice in education, positioning itself in the debate on theories of justice. Then, it presents the methodological aspects of the indicator and the results obtained. The main finding is that the subjects and school grades in which the highest number of municipalities increased their learning levels are also those in which there was a strong increase in inequalities. municipalitys municipality s status race sex countrys country IDEB. IDEB . (IDEB) education Then obtained (IDEB

Résumé Cet article propose em indicateur qui décrit, pour chaque municipalité brésilienne, son niveau et ses inégalités d’apprentissage. Cet indicateur est nécessaire car les inégalités d’apprentissage augmentent et ne sont pourtant pas observées par l’indicateur éducatif principal du pays, l’Indice de Développement de l’Éducation de Base (IDEB). L’étude onstatelize initialement la justice em éducation et se situe dans le débat sur les théories de la justice distributive. Ensuite, on onstate les aspects méthodologiques de l’indicateur et les résultats obtenus. La principale constatation est que les matières et les séries scolaires où l’on a onstat le plus grand nombre de municipalités augmentant leur niveau d’apprentissage sont également celles où l’on a onstate une forte augmentation des inégalités. décrit brésilienne dapprentissage. dapprentissage d apprentissage. apprentissage lindicateur l pays lIndice Indice lÉducation Éducation IDEB. IDEB . (IDEB) Létude L étude distributive Ensuite obtenus lon (IDEB

RESUMO O objetivo deste trabalho é descrever e analisar a composição do Movimento da Reforma Sanitária Brasileira (MRSB) no período 2013-2022, partindo do pressuposto de que a composição original pode ter se modificado em função das mudanças no cenário sociopolítico e da capacidade de mobilização dos militantes junto a diversos sujeitos políticos na conjuntura mais recente. Parte de um estudo mais amplo, a metodologia deste artigo utiliza a análise de documentos e notícias veiculados nos sites do Centro Brasileiro de Estudos de Saúde (Cebes) e da Associação Brasileira de Saúde Coletiva (Abrasco), e entrevistas realizadas com informantes-chave. Os resultados indicam a permanência do protagonismo político de sujeitos políticos coletivos historicamente vinculados ao MRSB, como o Cebes e a Abrasco, em torno dos quais se agregaram entidades que atuam no espaço setorial da saúde. Com a criação da Frente pela Vida (FpV), em 2020, verificou-se a ampliação do movimento, pela agregação de organizações e entidades que atuam no espaço societal. Conclui-se que o MRSB se mantém vivo e atuante, destacando-se que a atuação da FpV pode sinalizar a retomada da ‘via sociocomunitária’ na defesa da democracia, da Reforma Sanitária Brasileira e do Sistema Único de Saúde.

ABSTRACT The objective of this paper is to describe and analyze the composition of the Brazilian Health Care Reform Movement (MRSB) in the period 2013-2022, assuming that the original composition of the movement may have changed due to changes in the sociopolitical scenario and the ability of activists to mobilize with various political actors in the most recent context. Part of a broader study, the methodology of this article uses the analysis of documents and news published on the websites of Brazilian Center for Health Studies (CEBES) and the Brazilian Association of Public Health (ABRASCO), and interviews conducted with key informants. The results indicate the continued political protagonism of collective political actors historically linked to the MRSB, such as CEBES and ABRASCO, around which entities operating in the health sector have gathered. With the creation of the Frente pela Vida (FpV) in 2020, the movement expanded through the aggregation of organizations and entities that operate in the societal space. It is concluded that the MRSB remains alive and active, highlighting that the actions of the FpV may signal the resumption of the ‘socio-community path’ in the defense of democracy, Brazilian Health Reform and the Unified Health System.

RESUMEN Se presenta un sistema de recomendación creado para optimizar la designación de profesores en el área de Gestión Computacional. La problemática radica en la subjetividad y poca eficiencia y para abordarlo se emplean técnicas de machine learning, específicamente el filtrado colaborativo y el análisis predictivo, con el propósito de mejorar la selección en función de experiencia, formación académica, destrezas pedagógicas y contentamiento. Se recopiló información de los últimos cinco años a través de encuestas a estudiantes y evaluaciones de desempeño en la docencia, identificando patrones en las asignaciones previas y predecir qué persona se ajusta mejor a los cursos futuros. Las asignaturas consideradas: Organización y Arquitectura Computacional, Sistemas Operativos, Redes de Computadoras, Seguridad Informática, entre otros. Como resultados, se demuestra una gran precisión, incrementando la satisfacción y optimizando el desempeño académico a comparación de métodos tradicionales. En conclusión, existe una contribución significativa en la mejora de la calidad educativa.

ABSTRACT A recommendation systen created to optimize the appointment of professors in the area of Computational Management is presented. The problem lies in subjectivity and lack of efficiency, and to address it, machine learning techniques are used, specifically collaborative filtering and predictive analysis, with the purpose of improving selection based on experience, academic training, pedagogical skills and contentment. Information from the last five years was collected through student surveys and teaching performance evaluations, identifying patterns in previous assignments and predicting which person is best suited for future courses. The subjects considered: Computer Organization and Architecture, Operating Systems, Computer Networks, Computer Security, among others. As a result, great accuracy is demonstrated, increasing satisfaction and optimizing academic performance compared to traditional methods. In conclusion, there is a significant contribution to the improvement of educational quality.

RESUMEN La utilización de los entornos virtuales de aprendizaje en el proceso docente de la carrera Ingeniería en Bioinformática es una de las prioridades en la actualidad en la Universidad de las Ciencias Informáticas. La caracterización de los procesos formativos en varias disciplinas en el uso de las Tecnologías de la Información y las Comunicaciones, arrojó uno de los resultados del proyecto de investigación “Estrategia didáctica de innovación que potencie la utilización de los entornos virtuales de aprendizaje en el montaje de las asignaturas en la carrera de Ingeniería en Bioinformática ”, en el que se detectó inconsistencia en el uso del entorno virtual de aprendizaje, manifestada en la escasa preparación de docentes y en la carencia de la identificación de los nodos integradores que permiten darle un enfoque a la enseñanza de la Química que sirven de base a otras disciplinas de la carrera como la Biología y la Bioinformática. El objetivo de este trabajo fue diseñar un sistema de acciones que permitan la preparación de los profesores en los contenidos químicos, en función de los procesos formativos de la carrera de Ingeniería en Bioinformática. Los métodos que se utilizaron fueron: el analítico sintético, el histórico lógico, el análisis documental, la observación y la entrevista, además, se utilizaron algunas herramientas informáticas. Los resultados alcanzados se concretaron en un conjunto de acciones para la preparación de los profesores de la carrera en los contenidos químicos y el uso de las bases de datos biológicas, de gran actualidad en el proceso docente.

ABSTRACT The use of virtual learning environments in the teaching process of the Bioinformatics Engineering career is one of the current priorities at the University of Informatics Sciences. The characterization of the formative processes in several disciplines in the use of Information and Communication Technologies, showed one of the results of the research project “Didactic strategy of innovation that enhances the use of virtual learning environments in the assembly of subjects in the career of Bioinformatics Engineering”, in which inconsistency was detected in the use of the virtual learning environment, manifested in the poor preparation of teachers and in the lack of identification of the integrating nodes that allow giving an approach to the teaching of Chemistry that serve as a basis for other disciplines of the career such as Biology and Bioinformatics. The objective of this work was to design a system of actions that allow the preparation of teachers in chemical contents, according to the formative processes of the Bioinformatics Engineering career. The methods used were: synthetic analytical, historical-logical, documentary analysis, observation and interview, and some computer tools were also used. The results achieved resulted in a set of actions for the preparation of the professors of the career in chemical contents.

PURPOSE: Osteoporosis and fragility fractures are expected to rise in a rapidly aging South African population. However, currently, there are limited prevalence studies available for this population METHODS: We assessed the prevalence of osteoporosis from all Dual-energy X-ray absorptiometry (DEXA) scans on referral to a tertiary academic hospital in Johannesburg, South Africa. All DEXA scans were analyzed between January 01, 2006, and December 31, 2021. The World Health Organization (WHO) criteria were used to diagnose osteoporosis RESULTS: Of the 2264 DEXA scans analysed, 880 were osteoporotic (96.4% females, 3.6% males), with an overall osteoporosis prevalence of 38.8% (CI 38.6-40.8). The prevalence increased with age. Bone mineral density T-scores were lower in subjects with lower body mass index. The vertebral body with the highest prevalence of fractures was thoracic level T12. There were no significant differences when comparing T-scores by various bony regions between males and females above age 50 CONCLUSION: In those referred for DEXA scans, this study found a high prevalence of osteoporosis, especially in the older South African population, with notable levels in postmenopausal women. Being underweight was associated with increased severity. We also found a higher incidence of vertebral deformities with increasing age

Abstract Lower eyelid malposition, a commonly encountered eyelid disorder, is often linked to discomfort, visual disturbances, and cosmetic concerns. Various treatment modalities have been employed to address these conditions, but their effectiveness and safety remain subjects of debate. This systematic review, aiming to compare and evaluate these treatments, produced a comprehensive analysis of diverse approaches to managing lower eyelid malposition. The search encompassed electronic databases, clinical trial registries, and relevant journals from inception to September 2023. Fifteen studies meeting the inclusion criteria, involving 709 patients (855 eyelids), were reviewed, comprising 12 randomized controlled trials and 3 ongoing trials. We assessed the quality of each included study using the Cochrane Risk-of-Bias tool for randomized trials (RoB v2). We analyzed success rates, recurrence rates, adverse events, and patient satisfaction. Results revealed that modifications to the conventional Lateral Tarsal Strip exhibited high success rates and low recurrence rates. Other treatments, including Everting Sutures, Retraction Pelication, and Orbicularis Muscle Shortening, showed promise in specific cases. Complications, generally mild and manageable, were reported across all modalities, with patients expressing overall satisfaction. The systematic review highlights the effectiveness and safety of various surgical interventions for lower eyelid malposition, offering durable outcomes and minimal recurrence. Tailoring treatments based on patient characteristics and anatomical variations is crucial. Further research is warranted to refine indications for each treatment option in this evolving field.

ABSTRACT This article aims to present and discuss acts of curriculum (agencies), in which a group of students, cultural practitioners - faced with the “modern capitalist, colonial/patriarchal world-system”, in its current neoliberal version - joined the anti-racist struggle through formative pedagogical practices in English language classes. This study uses the method of cyber research-training, which embraces the bricolage of cybercultural everyday life by adopting a rigor otherwise in educational researching. Besides, theoretical-methodological approach enabled dialogues between applied, transgressive, and (in)disciplinary linguistics and the insurgency of Global South. Therefore, the research took place in English language classes at a Technological Institute in Pará State, using inventive use of digital technologies, specially the Padlet interface (a cybercultural device), which allowed us to forge a formative device potentially authorial and transgressive in the teaching-learning process. This enabled the emergence of authoritative narratives and insurgent voices of cultural practitioners, who were the subjects of this investigation. In this way, the curriculum acts forged by digital technologies pointed toward transgressive learning practices intertwined with the social, political-pedagogical and (in)disciplinary use of the English language.

RESUMO Este artigo intenciona apresentar e discutir atos de currículo (agenciamentos) com os quais uma turma de estudantes, praticantes culturais - diante do “sistema-mundo moderno capitalista, colonial/patriarcal”, na atual versão neoliberal - aliouse à luta antirracista a partir de práticas pedagógicas formativas nas aulas de língua inglesa. O estudo adotou o método da ciberpesquisa-formação com acolhimento da bricolagem dos cotidianos ciberculturais, e assumiu um rigor outro no “fazerpensar” a pesquisa em Educação. Esse direcionamento teórico-metodológico possibilitou diálogos entre a linguística aplicada, transgressiva, indisciplinar e a insurgência Sul Global. A investigação ocorreu durante aulas de língua inglesa em um Instituto Tecnológico do Pará com o uso das tecnologias digitais e acionamento do modo inventivo da interface do Padlet (dispositivo cibercultural), que permitiu forjar o processo formativo potencialmente autoral e transgressor, propiciando a emergência de narrativas autorizantes, vozes insurgentes dos praticantes culturais: sujeitos da pesquisa. Desse modo, os atos de currículo mediados pelas tecnologias digitais apontaram práticas transgressoras de aprendizagens, enredadas ao uso social político-pedagógico e indisciplinar da língua inglesa.

Abstract Objective: To investigate the effect of Mometasone furoate (Elocon Cream) Nasal Spray (MFNS) treatment on hearing secretory Otitis Media (SOM) in younger children. Methods: Seventy-six children with SOM (ages 5 to 10 years-old) were selected as study subjects and divided into two groups of 38 cases each using a randomized numerical table. The control group was given conventional treatment, and the observation group was treated with MFNS based on the control group. Both groups were treated for 12 weeks. The improvements in clinical symptoms and hearing were compared between the two groups at weeks 4, 8 and 12 of treatment, respectively. Results: The total effective rate of treatment in the observation group was higher than that in the control group. The middle ear resonance frequency of the children in the observation group was higher than that of the control group at weeks 4, 8 and 12 of treatment, and the air-conduction hearing threshold was lower than that of the control group. The total effective rate of the observation group after 12-weeks of treatment was 92.11 %, which was significantly higher than that of the control group (73.68 %). In addition, the T-ETDQ score of the observation group was lower than that of the control group after treatment. Conclusion: MFNS has clinical efficacy in the treatment of SOM in young children, which can improve clinical symptoms, promote the recovery of hearing and eustachian tube function, reduce the local inflammatory response, and improve immune function.

ABSTRACT This study intends to reflect on the possibilities to escape the dichotomous logic of European thinking that subordinates subjects and knowledge while promoting mass epistemicide. Considering post-war reality as a turning point, we wish to evade the epistemic occidental pattern as a referential model of knowledge that ensures permanence of an intellectual elite who follows a white canon that is unfit to comprehend the internal dynamics of brazilian society. As such, we propose a bibliographical review based on authors such as Santos (2007), Hall (2019), Ela (2016), and Mbembe (2014), among others that invest in racialization as a way to understand how European’s project of colonization establishes itself as way of domination. It is evident the permanent need of questioning the European model and how it applies the enlightenment knowledge, which will contribute to highlight new voices and to widespread different knowledge. After all, it is unacceptable to think western’s production of knowledge without questioning the investment made in denying the production of knowledge of non-European people.

RESUMO O presente estudo tem por objetivo refletir sobre possibilidades de escapar da lógica dicotômica do pensamento europeu que subordina sujeitos, saberes e promove epistemicídio em massa. Considerando o Pós-Segunda guerra como momento de guinada, questionamos quais as possibilidades de não repetir o padrão epistêmico ocidental como modelo referencial do conhecimento que assegura a permanência de elites intelectuais que seguem um cânone branco, que não dá conta das dinâmicas internas da sociedade brasileira. Para tanto, propomos uma revisão bibliográfica fundamentada em autores como Santos (2007), Hall (2019), Ela (2016) e Mbembe (2014), dentre outros pós-coloniais, que investem na chave da racialização para compreender como o projeto europeu colonização se estabelece como forma de dominação. É evidente a necessidade permanente de questionar a forma eurocêntrica de como se aplica o conhecimento iluminista, o que contribuirá para que escutemos novas vozes e para que outros saberes possam ser difundidos, afinal não é aceitável pensar a produção de conhecimento no ocidente sem problematizar o investimento feito para negar a capacidade de produção de saberes de povos não europeus.

RESUMO Este estudo examinou a natureza dos erros na recordação de texto no envelhecimento normal para diferentes origens culturais: áreas rurais e urbanas. Objetivo: Examinar a natureza de erros na recordação de textos em idosos normais de diferentes culturas. Métodos: Foram avaliados idosos neurologicamente normais divididos em dois grupos: 12 sujeitos residentes em área rural do Brasil Central (grupo 1, denominado “Interior”), e dez sujeitos provenientes de região metropolitana de uma grande cidade do Brasil Central (grupo 2, denominado “Metrópole”). As respostas apresentadas por 22 idosos não demenciados para o subteste Memória Lógica da Escala de Memória de Wechsler foram corrigidos em uma análise proposicional. Resultados: Idosos saudáveis moradores de área rural (grupo interior) tiveram boa recordação imediata, mas apresentaram déficits na retenção para recordação tardia. Sujeitos moradores de área urbana cometeram erros de omissão na recordação imediata. Conclusão: Esses erros provavelmente refletem dificuldades com o controle da atenção, em vez da memória em si. Existem diferenças no desempenho dos idosos ao se considerarem diferentes níveis de ensino para testes neuropsicológicos associados à memória imediata (mas não com a recordação tardia), o que sugere que o sistema de memória de trabalho pode ser mais afetado por anos de escolaridade do que o sistema de memória de codificação.

ABSTRACT This study examined the nature of errors in prose recall made in normal aging from different cultural backgrounds: rural and urban areas. Objective: The aim of this study was to examine the nature of errors in prose recall made in normal aging from different cultural backgrounds. Methods: We evaluated neurologically normal elderly divided into two groups: 12 subjects resident in a rural area in Central Brazil (group 1, called “Interior”) and 10 subjects from a metropolitan area in a big city in Central Brazil (group 2, called “Metropolis”). Responses by 22 nondemented older adults to the Logical Memory subtest of the Wechsler Memory Scale were examined in a propositional analysis. Results: Healthy older adults from rural areas (interior group) showed good immediate recalls, but had deficits in retention over a delay. Subjects from urban areas made errors of omission, not commission, at immediate recall. Conclusion: These errors probably reflect difficulty with attentional control rather than memory per se. There are differences in the performance of the elderly when considering different levels of education for neuropsychological tests associated with immediate recalls (but not with delayed recall), suggesting that working memory systems may be more impacted by years of schooling than the coding memory system.

ABSTRACT Myenteric plexus injury is responsible for the morpho-functional alterations observed in chagasic megaesophagus (CME). The inflammatory response, characterized by elevated synthesis of IFN-γ, TNF-α, and IL-4, contributes to the persistence of parasitism and inflammation. This study assessed the mRNA expression of cytokines, transcription factors, and metalloproteases in subjects with CME. From 2011 to 2017, esophageal samples were collected from 54 subjects with CME (38 advanced and 16 nonadvanced) and eight subjects with idiopathic megaesophagus (IME). The quantitative mRNA expression of TNF-α, IFN-γ, IL-4, IL-10, IL-17, IL-22, IL-23, IL-27, T-bet, ROR-γT, GATA-3, MMP-1, MMP-2, and TIMP-3 genes was analyzed using SYBR Green systems. T-bet expression was significantly higher in the CME group compared to the IME group and the GATA-3 and ROR-γT expression in the CME group, corroborating the higher IFN-γ expression observed in subjects with advanced CME. The increased T-bet and IFN-γ expression in advanced CME reflects the maintenance of a Th1 response in situ and the morpho-functional changes seen in the organ.