Stuttering, the repetition of voice, syllable or sentence, is a speech and social communication disorder that negatively affects the fluency of speech. Students who stutter are often socially isolated in school, and also experience high anxiety and communication difficulty at different levels. With the study reported on here we investigated teachers' opinions about the difficulties they experience when supporting students who stutter, and how educational regulations are implemented. In this descriptive study the qualitative research method was employed. This method enables an in-depth investigation of participants' opinions and thoughts. Interview notes and observation data were analysed using descriptive and document analysis. Teachers' opinions are described along 4 main themes, namely recognition and intervention, providing cooperation, in-class communication environment, and academic support. The findings in the study show that teachers and peers have a great influence on stuttering children's access to quality education and their social acceptance.

Bernard Lazarus Emanuel Sigamoney was born in 1888 as part of the indentured labour community. His parents ensured that he received an education and this helped him climb the social ladder in local communities in Durban and Transvaal. Consequently, his name became linked to the scout, sport, social, religious, and political movements of the day. He died in 1963 leaving behind a footprint that calls for recognition. This article placed Sigamoney, a South African politically active schoolteacher, under scholarly analysis. His circumstances of being subjected to institutional racism and forced removals make a coherent narrative an impossible task for a historian. Therefore, a disjointed but important narrative from the scraps left behind in newspaper accounts, internet searchers, and general history sources was constructed. These accounts revealed how he contributed to South African political liberation on a national and local community level. The political networks he created also present readers with a window into twentieth century resistance movements in local communities. His voice was also present in the early socialist and later anti-apartheid sports movements. He used his position as a schoolteacher to launch actions that challenged the segregation and apartheid regime of the day.

Abstract Introduction: Work-Related Voice Disorder (WRVD) is a highly prevalent condition, especially among teachers. In 2018, the Brazilian Ministry of Health (BMH) issued the WRVD Protocol to its identification and reporting as a means to subsidize health surveillance actions. Objective: to summarize the history, debate outcomes, challenges, and reflections about WRVD in Brazil. Methods: theoretical essay based on a literature review, documents, and records of social actors’ involvement in the WRVD recognition process. Results: WRVD recognition followed a cumbersome trajectory comprising three phases: Protocol design and initial WRVD recognition; Improvement of exchanges with international communities; WRVD classification as a work-related disease (WRD), decision that was later repealed and then repristinated. Conclusion: WRVD recognition process unfolded into a “sociopolitical imbroglio,” prompting initiatives by the Legislative Branch and the Brazilian National Health Council, and its recognition by the Bahia and Espirito Santo states. Challenges arose following changes in work, implementation of healthcare paths, and professional training for managing WRVD. Introduction WorkRelated Work Related (WRVD condition teachers 2018 BMH (BMH actions Objective history outcomes challenges Brazil Methods review documents actors Results phases communities workrelated work related WRD, WRD , (WRD) repristinated Conclusion sociopolitical imbroglio, imbroglio Council states paths 201 (WRD 20 2

Resumo Introdução: o Distúrbio de Voz Relacionado ao Trabalho (DVRT) é um agravo de elevada prevalência, especialmente em professores. Em 2018, o Ministério da Saúde (MS) publicou o Protocolo DVRT, visando orientar sua identificação e notificação, de modo a subsidiar ações de vigilância sobre seus determinantes. Objetivo: sintetizar história, resultados de debates e reflexões acerca do DVRT no Brasil, desafios enfrentados e caminhos futuros para a formalização do seu reconhecimento. Método: ensaio teórico, realizado a partir de revisão de literatura, documentos e registros de participação dos atores sociais no processo de reconhecimento do DVRT. Resultados: a busca do reconhecimento do DVRT percorreu uma trajetória não linear, destacando-se três fases: elaboração de protocolos e formalização preliminar do DVRT; internacionalização das discussões; e inclusão do DVRT na nova lista de doenças relacionada ao trabalho do MS, seguida de revogação e repristinação. Conclusão: o processo de busca de reconhecimento do DVRT se transformou em um “imbróglio político-social”, desdobrando-se em iniciativas do Poder Legislativo e do Conselho Nacional de Saúde e no reconhecimento nos estados da Bahia e do Espírito Santo. Desafios surgiram com as mudanças no mundo do trabalho, implementação de linhas de cuidado e capacitação profissional para o manejo do DVRT. Introdução (DVRT prevalência professores 2018 MS (MS notificação determinantes Objetivo história Brasil Método teórico literatura Resultados linear destacandose destacando fases discussões repristinação Conclusão imbróglio políticosocial, políticosocial político social , político-social” desdobrandose desdobrando Santo 201 político-social 20 2

ABSTRACT Purpose To evaluate the ability of medical students to recognize emotions through voice and facial expression through assessments of emotional perception of vocal intonation and functional expressions. Methods Observational cross-sectional study. To evaluate the recognition of emotions by facial expressions, a test composed of 20 videos of facial microexpressions was used, and to evaluate the emotional recognition by voice, the protocol of prosodic impressions of basic emotions, based on the Burkhardt database, was used. For statistical analysis, the Friedman, Shapiro-Wilk, Student t, Mann-Whitney and Pearson or Spearman correlation coefficient tests were used. Results The study consisted of 38 students, with an average age of 20.8 (±2.5). The recognition of emotions through the voice was significantly superior to the one through facial expressions. There was a positive correlation between age and the ability to recognize emotions through facial expressions. Males had a significantly higher hit rate than females in the ability to recognize emotions through facial expression. The emotions with the highest average success rates through facial expression were surprise, joy and contempt, while, through the voice, the emotions were anger, fear and sadness. Conclusion The ability to recognize emotions by medical students was greater when assessing emotional perception through the voice. expressions crosssectional cross sectional 2 used database analysis Friedman ShapiroWilk, ShapiroWilk Shapiro Wilk, Wilk Shapiro-Wilk t MannWhitney Mann Whitney 3 208 8 20. ±2.5. 25 ±2.5 . 5 (±2.5) surprise contempt while anger sadness ±2. (±2.5 ±2 (±2. ± (±2 (± (

RESUMO Objetivo avaliar a capacidade de estudantes de medicina para reconhecer emoções pela voz e expressão facial, por meio de avaliações de percepção emocional da entonação vocal e das expressões faciais. Métodos estudo com delineamento transversal observacional. Para avaliação do reconhecimento de emoções pelas expressões faciais, utilizou-se um teste composto por 20 vídeos de microexpressões faciais e, para avaliação do reconhecimento emocional pela voz, utilizou-se o Protocolo de Reconhecimento de Emoções Prosódicas Básicas, baseado no banco de dados de Burkhardt. Para análise estatística, foram utilizados os testes de Friedman, Shapiro-Wilk, teste t de Student ou Mann-Whitney e o coeficiente de correlação de Pearson ou Spearman. Resultados o estudo foi composto por 38 alunos, com média de idade de 20,8 (±2,5). O reconhecimento de emoções pela voz foi significativamente superior, comparado com os resultados do teste de reconhecimento de emoções pelas expressões faciais. Houve correlação positiva entre a idade e a habilidade de reconhecer emoções pelas expressões faciais. O gênero masculino apresentou taxa significativa de acertos, superior ao gênero feminino na habilidade de reconhecer emoções pela expressão facial. As emoções com maior média de acertos pela expressão facial foram surpresa, alegria e desprezo, enquanto, por meio da voz, as emoções foram raiva, medo e tristeza. Conclusão a capacidade de reconhecimento de emoções por estudantes de medicina foi maior na avaliação de percepção emocional por meio da voz. observacional utilizouse utilizou se 2 Básicas Burkhardt estatística Friedman ShapiroWilk, ShapiroWilk Shapiro Wilk, Wilk Shapiro-Wilk MannWhitney Mann Whitney Spearman 3 alunos 208 8 20, ±2,5. 25 ±2,5 . 5 (±2,5) surpresa desprezo enquanto raiva tristeza ±2, (±2,5 ±2 (±2, ± (±2 (± (

ABSTRACT Purpose: to verify whether the Hoosier Vocal Emotions Collection corpus allows the identification of different emotional prosodies in Brazilian adults. Methods: 60 healthy adults equally distributed by sex, aged between 18 and 42 years, participated in the Mini-Mental State Examination and subtests related to prosody (Montreal communication battery and those from the Hoosier Vocal Emotions Collection corpus, with 73 pseudowords produced by two different actresses). The results were analyzed using descriptive statistics and the Chi-square test, which had a significance of 5%. Results: in general, the emotional prosodies from the Hoosier Vocal Emotions Collection were identified with an average accuracy of 43.63%, with the highest hits, in descending order, for neutrality, sadness, happiness, disgust, anger, and fear. As for sex, there were statistically significant differences regarding the correct answers in the neutrality and disgust prosodies for males, while for females, there were differences in happiness and anger prosodies. Both sexes had more incredible difficulty in identifying prosody related to fear. Conclusion: the Hoosier Vocal Emotions Collection corpus allowed the identification of the emotional prosodies tested in the studied sample, with sexual dysmorphism to emotional prosodic identification being found. Purpose Methods 6 sex 1 4 years MiniMental Mini Mental Montreal 7 actresses. actresses . actresses) Chisquare Chi square test 5 5% Results general 4363 43 63 43.63% hits order sadness fear males females Conclusion sample found 436 43.63 43.6 43.

RESUMO Objetivo: verificar se o corpus do Hoosier Vocal Emotions Collection permite a identificação de diferentes prosódias emocionais em adultos brasileiros, além de vislumbrar se a respectiva identificação é igual entre os sexos. Métodos: 60 adultos hígidos distribuídos igualmente pelo sexo, com idades entre 18 e 42 anos, participaram do Mini-Exame do Estado Mental e de subtestes relacionados à prosódia (bateria Montreal de comunicação e os do corpus do Hoosier Vocal Emotions Collection, com 73 pseudopalavras produzidas por duas atrizes distintas). A análise dos resultados ocorreu por estatística descritiva e pelo teste Qui-quadrado com significância de 5%. Resultados: de forma geral, as prosódias emocionais do Hoosier Vocal Emotions Collection foram identificadas com precisão média de 43,63%, com maiores acertos, em ordem decrescente, para: neutro, tristeza, alegria, aversão, raiva e medo. Em relação ao sexo, houve diferenças estatisticamente significantes quanto aos acertos nas prosódias de neutralidade e aversão para o masculino, enquanto para o feminino nas prosódias de alegria e raiva. Ambos os sexos apresentaram maior dificuldade na identificação da prosódia relacionada ao medo. Conclusão: o corpus do Hoosier Vocal Emotions Collection permitiu a identificação das prosódias emocionais testadas na amostra estudada, sendo constatada presença de dismorfismo sexual em relação à identificação prosódica emocional. Objetivo brasileiros Métodos 6 sexo 1 4 anos MiniExame Mini Exame bateria 7 distintas. distintas . distintas) Quiquadrado Qui quadrado 5 5% Resultados geral 4363 43 63 43,63% decrescente neutro tristeza medo masculino Conclusão estudada emocional 436 43,63 43,6 43,

BACKGROUND: Despite the widespread recognition among authors and international agencies of the significance, essential nature, and rightful entitlement of children to directly voice their thoughts, research with young students is not as frequently undertaken as one might expect, particularly in the context of evaluating teachers' performance. Interestingly, though, when researchers and evaluators have engaged young students in data collection, they have overlooked the use of questionnaires and rather favoured more qualitative and participatory data collection tools or closed-questions surveys. OBJECTIVES: In order to fill this gap, this article intends to make a case for a wider use of mixed quantitative and qualitative questionnaires with young students as a reliable tool to monitor teachers' performance more systematically. METHOD: In particular, the article illustrates how to design and administer questionnaires to primary school students using a framework developed with contributions from four main sources: Gendall's revisitation of Labaw's theory of questionnaire design, the question answer process, Piaget's theory of cognitive development stages, and lessons learnt from a questionnaire designed and administered by the author among Tanzanian primary school students. RESULTS: This approach not only ensures that students respond thoughtfully and reach consensus through debating, but also provides deeper insights into the specific cognitive and emotional criteria valued by students. CONCLUSION: The article shows that the employment of questionnaires with young students is likely to yield valid and reliable data when three conditions are met: (1) questions are tailored to the respondents' cognitive skills and cultural background; (2) questions cover content that is meaningful to the respondents; and (3) questionnaires are administered in settings in which respondents can freely interact with each other. CONTRIBUTION: By establishing that the validity and reliability of data from questionnaires with young students hinge on considerations of cognitive skills, cultural background, meaningful content, and interactive administration, this article sets a foundation for enhancing the effectiveness of teacher evaluation methods in educational settings.

Abstract Introduction Older individuals often report that they find it difficulty in enjoying watching television since they find it hard to follow the rapid intensity variations, and voice changes from scene to scene. Objective The present study investigated the effect of coupling the hearing aid with the television via Bluetooth on audiovisual speech recognition and quality rating of compressed speech in older individuals with hearing loss. Method Twenty participants in the age range of 60 to 75 years who had moderate to moderately severe sloping sensorineural hearing loss were bilaterally fitted with digital receiver in the canal hearing aids. The hearing aid was coupled with a television via Bluetooth using a streamer. The video recorded stimuli were presented at 65 dB SPL at normal rate, 35% compression and 45% compression conditions. Speech recognition scores and quality ratings were obtained for each condition with and without the Bluetooth streamer connected to the hearing aids. Results Speech recognition scores were significantly better with Bluetooth coupling compared with conventional hearing aid use at 40% compressed speech rate. The quality was also rated higher in almost all parameters across speech rates when Bluetooth was used. Conclusions The improved clarity and nullification of room reverberation offered by Bluetooth coupling can potentially compensate for the age-related temporal processing deficit contributing to ease of listening. variations 6 7 aids rate 35 45 conditions 40 used agerelated related listening 3 4

Resumen Este artículo indaga las vivencias femeninas en las prácticas religiosas en el sur chileno, entre fines del siglo XIX y principios del siglo XX, en la experiencia evangélica de The Christian and Missionary Alliance. Elegimos este caso pues desarrolló la particularidad de enviar a misionar a mujeres solteras, a quienes otorgó el reconocimiento para predicar y presidir ceremonias religiosas. Exploraremos las fuentes existentes en torno al trabajo eclesial femenino, observando a quienes se les otorgó lugar para la palabra escrita, o siquiera voz en la experiencia cultual. Reconoceremos cómo, a pesar de estas aperturas, la propia estructura negaba la autonomía que la práctica instalaba localizando a las mujeres en sitios de subalternidad que se profundizan cuando se revisan las fuentes desde una intersección con el colonialismo.

Abstract This article explores the female experiences in religious practices in south Chile, between the end of the 19th Century and the beginning of the 20th Century, in the evangelical experience of The Christian and Missionary Alliance. We chose this case since it developed the particularity of sending single women on missionary commissions, to whom they gave recognition to preach and preside over religious ceremonies. We explore the existing documentary sources related to women in ecclesiastical duties observing who were given a place for the written word, or simply a voice in the cultural experience. We recognize that, despite this progressiveness, the very structure denies the autonomy that the practice installs by locating women in places of subalternity, which are aggravated when the sources are evaluated through an intersection with colonialism.

RESUMEN. Los profesionales de la salud todavía consideran que escuchar voces es una alucinación auditiva, una experiencia perturbadora que ocurre en condiciones de enfermedad, reconocida como un síntoma psicopatológico de alteración de la realidad. Tal posición hace que sea difícil aceptar la experiencia del oyente de voz. Sin embargo, esta postura dificulta la recepción de la persona que experimenta este fenómeno. El objetivo de este estudio fue indagar en la literatura científica sobre la experiencia y representación de escuchar voces en la expresión cotidiana. El método utilizado fue la revisión narrativa, de fuentes investigadas en revistas. Encontramos 30 artículos en portugués e inglés, de 2003 a 2018, usando las palabras clave salud mental, esquizofrenia, oyentes y la vida cotidiana. Los datos se organizaron en una hoja de cálculo temática y se analizaron con un enfoque en la narrativa del lenguaje y se presentaron descriptivamente. La literatura estudiada presenta dos tipos de representación de la escucha de voces: la caracterización y tipología de la experiencia, y como el proceso subjetivo de una experiencia biográfica. Entre los resultados, identificamos la caracterización de la experiencia de escuchar voces asociadas con experiencias traumáticas y con consecuencias en las actividades laborales, como el trabajo y la vida social, con una ausencia diaria de roles ocupacionales, reconociendo a esta persona solo por su condición de enfermedad mental. Hacemos hincapié en la necesidad de estudios empíricos que aborden la comprensión de escuchar voces, con un enfoque fenomenológico en la experiencia de las personas del mundo de la vida, para comprender el reconocimiento de los roles ocupacionales en la vida cotidiana, así como ayudar en las prácticas terapéuticas en la atención de la salud mental. RESUMEN auditiva realidad voz embargo fenómeno cotidiana revistas 3 inglés 200 2018 mental esquizofrenia descriptivamente biográfica resultados laborales social 20 201 2

ABSTRACT. Hearing voices is still considered by health professionals as auditory hallucination, a disturbing experience that occurs in conditions of illness, recognized as a psychopathological symptom of altering reality. Such a position makes it difficult to accept the voice hearer's experience. However, this posture makes it difficult to reception the person who experiences this phenomenon. The objective of this study was to find out in the scientific literature about the experience and representation of hearing voices in everyday expression. The method used was narrative review, from sources researched in periodical. We found 30 articles in Portuguese and English, from 2003 to 2018, using the keywords mental health, schizophrenia, voice hearers and everyday life. The data were organized in a thematic spreadsheet and analyzed with a focus on the language narrative and presented descriptively. The studied literature presented two types of representation of hearing to voices: the characterization and typology of the experience, and as the subjective process of a biographical experience. Among the results, we identified the characterization of the experience of hearing voices associated with traumatic experiences and with consequences in work activities, such as work and social life, with a daily absence of occupational roles, recognizing this person only because of his condition of mental illness. We emphasize the need for empirical studies that address the understanding of hearing to voices, with a phenomenological focus on people's experience of the world of life, for an understanding of the recognition of occupational roles in everyday life, as well as assisting in therapeutic practices in mental health care. ABSTRACT hallucination illness reality hearer s However phenomenon expression review periodical 3 English 200 2018 schizophrenia life descriptively results activities peoples people care 20 201 2

RESUMO. Escutar vozes ainda é considerado por profissionais da saúde como alucinação auditiva, uma experiência perturbadora que ocorre em condições de doença, reconhecida como uma sintomatologia psicopatológica de alteração da realidade. Entretanto, esta postura dificulta o acolhimento da pessoa que vivencia este fenômeno. O objetivo deste estudo foi de conhecer na literatura científica sobre a experiência e a representação da escuta de vozes na expressão cotidiana. O método utilizado foi de revisão narrativa, em fontes pesquisadas em periódicos. Encontramos 30 artigos em português e inglês, no período de 2003 a 2018, utilizando os descritores saúde mental, esquizofrenia, ouvidores de vozes e cotidiano. Os dados foram organizados em uma planilha temática e analisados com foco na narrativa da linguagem e apresentados descritivamente. A literatura estudada apresentou dois tipos de representação da escuta de vozes: a caracterização e tipologia da vivência, e como processo subjetivo de uma experiência biográfica. Entre os resultados identificamos a caracterização da experiência de ouvir vozes associada a vivências traumáticas e com consequências nas atividades laborativas, como o trabalho e a vida social, com um cotidiano ausente de papéis ocupacionais, reconhecendo esta pessoa apenas pela sua condição de doença mental. Ressaltamos a necessidade de estudos empíricos que abordem a compreensão da escuta de vozes, com foco fenomenológico da experiência do mundo da vida das pessoas, para a compreensão do reconhecimento no cotidiano de papéis ocupacionais, como também auxiliar nas práticas terapêuticas no cuidado em saúde mental. RESUMO auditiva realidade Entretanto fenômeno cotidiana periódicos 3 inglês 200 2018 mental esquizofrenia descritivamente vivência biográfica laborativas social ocupacionais pessoas 20 201 2

Abstract This article explores how problem-based learning (PBL) can contribute to renewing pedagogy by placing young people at the center of the pedagogical relationship of knowledge construction, and enabling them to realize their rights. The starting point is the concern about the lack of space for listening to young people in different educational contexts and the recognition of the members of this social group as subjects of the construction of their citizenship. Their voices are crossed with those of teachers and researchers. It is argued that PBL can create space for the young people to enact “educational citizenship”. Grounded on the renewal of pedagogy, PBL constitutes a participatory method based on initiative, decision-making and supportive relationships. Within the scope of the EduTransfer project, and in dialogue with educational citizenship, PBL is seen as a curriculum development process, and a teaching-learning theory and method that can create space for realizing this citizenship. PBL gains a place as a strategy for educational institutions to ensure rights. It is these aspects that we focus on throughout the article, giving rise to a reflection on the different moments of this educational strategy. After focusing on methodological and procedural options, we bring together the voices of teachers, young people and researchers to explore PBL in action. While we assert the value of this approach, we also recognize limits to its implementation. problembased problem (PBL rights citizenship . citizenship” initiative decisionmaking decision making relationships project process teachinglearning teaching options action approach implementation

Resumo Este artigo explora como a Aprendizagem Baseada na Resolução de Problemas (PBL) pode contribuir para renovar a pedagogia, colocando as e os jovens no centro da relação pedagógica de construção do saber, com realização de direitos. Parte-se da preocupação com a falta de espaço para a escuta das pessoas jovens em diferentes contextos educativos e reconhece-se os membros deste grupo social enquanto sujeitos autores e autoras da construção da sua cidadania. Assim, cruzam-se as suas vozes com as de docentes e investigadoras. Advoga-se que o recurso ao PBL pode criar espaço para o exercício da sua “cidadania educacional”. Tendo por base a renovação da pedagogia, o PBL constitui um método participativo sustentado na iniciativa, na tomada de decisão e numa relação solidária. Ao dialogar com a cidadania educacional, no âmbito do projeto EduTransfer é também central uma visão do PBL como processo de desenvolvimento do currículo, e teoria e método de ensino-aprendizagem que pode criar espaço para a realização dessa cidadania, ganhando lugar como estratégia de garantia de direitos por parte das instituições educativas. São estes aspectos que focamos ao longo do artigo, dando lugar a uma reflexão sobre os diferentes momentos desta estratégia educativa. Depois do foco nas opções metodológicas e processuais, fazemos o cruzamento de vozes docentes, juvenis e de investigação, que exploram o PBL em ação. Assumindo o valor desta abordagem, reconhecem-se também limites à sua implementação. (PBL pedagogia saber Partese Parte se reconhecese reconhece Assim cruzamse cruzam investigadoras Advogase Advoga educacional. educacional . educacional” iniciativa solidária currículo ensinoaprendizagem ensino aprendizagem educativas educativa processuais investigação ação abordagem reconhecemse reconhecem implementação

ABSTRACT Purpose to describe which abilities of central auditory processing are more frequently related for the group of specialists to the performance of the speaker comparison test (CL), traditionally performed by forensic experts. Methods a prospective, descriptive study with quantitative and qualitative analysis and data were obtained through a consensus of experts. Five speech therapists participated in the meeting, two specialists in audiology (EA), two specialists in voice (VS), and an expert speech therapist (FP). The meeting was held virtually and synchronously, lasting 1 hour and 30 minutes. The tasks performed during the Speaker Comparison (LC) exam were considered from a protocol available in the literature. The AEs received explanations about each of the tasks and were asked to discuss which auditory processing skills (ACP) would be involved in the performance of each of them. Results seven PAC skills were considered in the experts' meeting as essential for the tasks performed in the CL exam. Temporal ordering was the most cited skill, being present in six tasks, and the speech material transcription task is the one that requires more skills from the PAC. Conclusion Seven PAC skills were considered in the experts' meeting as essential for the tasks performed in the CL exam. Temporal ordering was the most cited skill, being present in six tasks, and the speech material transcription task is the one that requires more skills from the PAC. CL, , (CL) experts prospective EA, EA (EA) VS, VS (VS) FP. FP . (FP) synchronously 3 minutes LC (LC literature ACP (ACP them skill (CL (EA (VS (FP

RESUMO Objetivo descrever quais são as habilidades auditivas do processamento auditivo central mais frequentes, relatadas por um grupo de especialistas para a realização do exame de Comparação de Locutor, tradicionalmente realizado por peritos forenses. Métodos estudo prospectivo, descritivo, com análise quantitativa e qualitativa. Os dados foram obtidos por meio de um consenso de especialistas. Participaram da reunião cinco fonoaudiólogos, sendo dois especialistas em audiologia, dois especialistas em voz e uma fonoaudióloga perita. A reunião foi realizada de forma virtual e síncrona, com duração de uma hora e 30 minutos. As tarefas realizadas durante o exame de Comparação de Locutor foram consideradas a partir de um protocolo disponível na literatura. As especialistas em fonoaudiologia receberam explicações a respeito de cada uma das tarefas e foram solicitadas a discutir sobre quais as habilidades do processamento auditivo central estariam envolvidas na execução de cada uma delas. Resultados sete habilidades foram consideradas na reunião dos especialistas como imprescindíveis para as tarefas realizadas no exame de Comparação de Locutor. A ordenação temporal foi a habilidade mais citada, podendo estar presente em seis tarefas, e a tarefa de transcrição do material de fala foi mencionada como sendo a que necessita de mais habilidades do processamento auditivo central. Conclusão Sete habilidades foram consideradas na reunião dos especialistas como imprescindíveis para as tarefas realizadas no exame de Comparação de Locutor. A ordenação temporal foi a habilidade mais citada, podendo estar presente em seis tarefas e a tarefa de transcrição do material de fala foi mencionada como sendo a que necessita de mais habilidades do processamento auditivo central frequentes forenses prospectivo descritivo qualitativa fonoaudiólogos audiologia perita síncrona 3 minutos literatura delas citada

RESUMEN La historiografía social de Amazonia ha invisibilizado y silenciado el lugar ocupado por las mujeres en la vida en comunidades. Con la perspectiva de dar voz a las mujeres de la región de Río Negro, la historia de vida investigada en este trabajo buscó evidenciar ― a partir de las teorías feministas de género y de la perspectiva histórico-cultural de Vygotsky ― de qué manera niñas y mujeres asumieron la función de profesoras en esa región y de qué forma la ocupación de ese lugar se articula con procesos sociales más amplios. El objetivo es comprender la trayectoria y la constitución del papel de profesora ribereña en una comunidad en la región del Río Negro, próxima al municipio de Iranduba, en Amazonas. La metodología cualitativa se utilizó del estudio de caso por medio de entrevista narrativa abierta y semiestructurada y de entrevista móvil. El análisis se realizó por medio del método dialéctico. El resultado generó reflexiones acerca del proceso de convertirse en profesora, lo que colabora para el auto reconocimiento de la participante, su trayectoria y su lucha por educación y mejores condiciones de vida para su comunidad. Además, provoca reflexiones sobre el empoderamiento, el liderazgo femenino y las estrategias de resistencia configuradas con procesos sociales más amplios, asumiendo una presencia que construye diferentes formas de participación y protagonismo comunitario. comunidades Negro históricocultural histórico cultural amplios Iranduba Amazonas móvil dialéctico participante Además empoderamiento comunitario

ABSTRACT The social historiography of the Amazon has invisibilized and silenced the place occupied by women in the life of the communities. With the perspective of giving voice to women in the Rio Negro region, the life history investigated in this research sought to show, based on the feminist gender theories and Vygotsky’s cultural-historical perspective, how girls and women assumed the role of teachers in this region and how the occupation of this place is articulated with broader social processes. The objective was to understand the trajectory and constitution of being a teacher in a riverine community in the Rio Negro region, near the city of Iranduba, in Amazonas. The methodology used was qualitative, through case study, with the use of open narrative, semi-structured, and mobile interviews. The analysis was done using the dialectical method. The result generated reflections about the process of becoming a teacher, collaborating to the participant’s self-recognition, her trajectory and struggle for education and better living conditions for her community, as well as her empowerment, female leadership, and resistance strategies configured with broader social processes, assuming a presence that builds different forms of participation and community protagonism. communities show Vygotskys Vygotsky s culturalhistorical cultural historical processes Iranduba Amazonas qualitative study narrative semistructured, semistructured semi structured, structured semi-structured interviews method participants participant selfrecognition, selfrecognition self recognition, recognition self-recognition empowerment leadership protagonism

RESUMO A historiografia social da Amazônia invisibilizou e silenciou o lugar ocupado pelas mulheres na vida das comunidades. Com a perspectiva de dar voz às mulheres, na região do Rio Negro, a história de vida investigada nesta pesquisa buscou evidenciar, a partir das teorias feministas de gênero e da perspectiva histórico-cultural de Vygotsky, como meninas e mulheres assumiram a função de professoras nessa região e de que forma a ocupação desse lugar se articula com processos sociais mais amplos. Objetivou-se compreender a trajetória e a constituição de ser professora ribeirinha em uma comunidade na região do Rio Negro, próximo ao município de Iranduba, no Amazonas. A metodologia utilizada foi qualitativa, por meio do estudo de caso, com o uso de entrevistas de narrativa aberta, semiestruturada e móvel. A análise foi feita utilizando o método dialético. O resultado gerou reflexões a respeito do processo de tornar-se professora colaborando para o autorreconhecimento da participante, sua trajetória e luta por educação e melhores condições de vida para a sua comunidade. Também possibilitou reflexões sobre seu empoderamento, sua liderança feminina e suas estratégias de resistência configuradas com processos sociais mais amplo, assumindo uma presença que constrói diferentes formas de participação e protagonismo comunitário. comunidades Negro evidenciar históricocultural histórico cultural Vygotsky amplos Objetivouse Objetivou Iranduba Amazonas qualitativa caso aberta móvel dialético tornarse tornar participante empoderamento amplo comunitário

Many religions use figurative language to convey their teachings on the spiritual journey. Identifying their similarities and differences might deepen the recognition of each core faith and create mutual appreciation. This article compared Serat Jatimurti, a Javanese indigenous spirituality text with the Exodus Homily of Origen, a text from antiquity. This article is a qualitative study to compare their teachings on the stages of the spiritual journey and the obstacles. The finding showed that both Serat Jatimurti and the Exodus Homily of Origen teach that there are several stages of the spiritual journey. It also found out that the main obstacle of the spiritual journey lies in the human inner tendency to rely on self-centred perception that prevents them from recognizing reality and the will of God for them. Both texts differ significantly in their views concerning the human capability to start a spiritual journey. CONTRIBUTION: This study offers clues on the path to having mutual understanding between people who embrace different spiritual journey concepts and their obstacles. It also gives the voice of indigenous spirituality proper appreciation. Such an understanding might serve as a starting point for a deeper appreciation of each other and to development of further dialogues while deepening one's recognition of the core of their faith

ABSTRACT The present work seeks to expose the long road travelled by women to obtain recognition of their space, voice and relevance in the field of labour relations. And this, to give account that even today, and in the face of new work modalities, many obstacles are evident that have not yet been removed, there are traces of the historical prejudicial vision of the female gender and its marginal role in the labour relations. In fact, we will realize that women's work is built from subjection not only to corporate power, but also to the male dominance that has appropriated this space as well.

RESUMEN El presente trabajo busca exponer el largo camino recorrido por las mujeres para obtener el reconocimiento de su espacio, voz y relevancia en el ámbito de las relaciones de trabajo. Y ello, para dar cuenta de que aún en nuestros días y ante las nuevas modalidades de trabajo se evidencian muchos obstáculos que no han sido removidos, existiendo vestigios de la histórica visión prejuiciosa del género femenino y su rol marginal en el mundo del trabajo. En efecto, daremos cuenta de que el trabajo femenino se construye desde la sujeción no solo al poder empresarial, sino también al dominio masculino que se ha apropiado incluso de este espacio.

Abstract The existence of single-teacher or multi-grade teachers in rural areas of Ecuador is part of the daily reality of education. The lack of recognition by the administration leads to political and institutional discrimination that calls intercultural education into question. The unidocente activity in rural Ecuador faces complex and differentiated challenges compared to traditional teaching, as in these cases, multiple levels (1-7) of basic education are taught by a single teacher. This task is largely carried out by women who are unfamiliar with the cultural conditions of these places, and in many cases do not have the necessary qualifications. This paper aims to give a voice to 7 single-teacher women teachers from the coastal area of Ecuador according to Brumat's (2011) proposal, who work in the rural parish of La Unión, belonging to the Quinindé canton, in the province of Esmeraldas. Especially with regard to their training and insertion in the rural context. A qualitative and exploratory study was carried out. The data collection instrument consisted of a semi-structured interview, and its analysis was carried out using the MAXQDA programme. The daily life of these teachers can be characterised by feelings of loneliness and isolation, and a difficult coexistence in disadvantaged sectors where the cultural complex, gender and racial discrimination and discrimination based on place of origin are deeply rooted.

Resumen La existencia de profesoras unidocentes o de multigrado en las zonas rurales del Ecuador forma parte de la realidad educativa cotidiana. La ausencia de reconocimiento por parte de la administración provoca una discriminación política e institucional que cuestiona la educación intercultural. La actividad unidocente que se desempeña en la zona rural del Ecuador se enfrenta a desafíos complejos y diferenciados respecto a la enseñanza tradicional, al ocuparse en estos casos de múltiples niveles (1-7) de educación básica por una única maestra. Esta tarea es desempeñada en gran parte por mujeres que desconocen las condiciones culturales de estos lugares, y en numerosas ocasiones no poseen la cualificación necesaria. Este trabajo pretende dar voz a siete profesoras unidocentes de la zona costa del Ecuador según la propuesta de Brumat (2011), que trabajan en la parroquia rural La Unión, perteneciente al cantón Quinindé, en la provincia de Esmeraldas. Especialmente respecto a su formación e inserción en el contexto rural. Se siguió un estudio de corte cualitativo y exploratorio. El instrumento de recolección de datos consistió en la entrevista semiestructura, y su análisis se realizó a través del programa MAXQDA. La vida cotidiana de estas profesoras puede caracterizarse por sentimientos de soledad y aislamiento, y una difícil convivencia en sectores desfavorecidos donde el complejo cultural, la discriminación de género, racial y por el lugar de origen están arraigados.