Olhar de discentes com TEA e de seus docentes sobre o processo de inclusão na UNB

Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, Brasília, 2020.A presente pesquisa foi realizada na Universidade de Brasília e visou entender, sob o olhar de discentes com TEA e de seus docentes, o processo de inclusão no contexto universitário, tendo em vista que o número desses estudantes matriculados em instituições de ensino superior tem aumentado gradualmente devido à influência dos dispositivos legais, como a Lei no 12.764/12, que institui a "Política Nacional de Proteção dos Direitos da Pessoa com Transtorno do Espectro Autista" e o Decreto n. 5.773/06 que: “dispõe sobre regulação, supervisão e avaliação de instituições de educação superior e cursos superiores no sistema federal de ensino”. A existência desse grupo de estudantes que possui necessidades educacionais específicas nas instituições de ensino superior deixa em evidência as suas especificidades que podem, de alguma forma, trazer desafios para que o atendimento educacional aconteça em condições de igualdade de oportunidade com os demais. Da mesma forma, faz-se necessário refletir sobre a posição do docente: está ele preparado para reconhecer e lidar com tais necessidades específicas em sua turma? A pesquisa, portanto, situou-se em torno da seguinte questão: quais as vivências de discentes com TEA e de seus docentes no que se refere ao processo de inclusão no ensino superior? Com esse intento, foi realizada uma abordagem qualitativa, tendo como base teórica a teoria histórico-cultural. Participaram da pesquisa cinco discentes com TEA e quatro docentes com experiência no atendimento a esses estudantes. Como instrumento de construção dos dados, foram realizadas entrevistas semiestruturadas com os participantes da pesquisa. Os resultados apontam que existem muitos desafios a serem vencidos por discentes e docentes, como a falta de informação sobre o universo TEA a toda comunidade acadêmica, a carência de formação/especialização docente e as próprias barreiras impostas pelo diagnóstico do TEA. É necessário uma mobilização imediata institucional para maior apoio inicial e de acompanhamento de discentes com TEA e de seus docentes nas dimensões acadêmica e pessoal. Apesar de atual e abrangente, existem poucas pesquisas sobre a temática e, reconhecendo nossos limites, busca-se ampliar a discussão na tentativa de incentivar que outros trabalhos sobre pessoas com autismo no ensino superior possam ser produzidos e publicados.The present research was carried out at the University of Brasília and aimed to understand, under the eyes of students with ASD and their teachers, the process of inclusion in the university context, considering that the number of these students enrolled in higher education institutions has gradually increased due to the influence of legal provisions, such as Law No. 12.764 / 12, which institutes the "National Policy for the Protection of the Rights of the Person with Autism Spectrum Disorder" and Decree no. 5,773 / 06 which: “provides for regulation, supervision and evaluation of higher education institutions and higher education in the federal education system”. The existence of this group of students who have specific educational needs in higher education institutions highlights their specificities, which can, in some way, pose challenges for educational assistance to take place under conditions of equal opportunity with others. Likewise, it is necessary to reflect on the teacher's position: is he prepared to recognize and deal with such specific needs in his class? The research, therefore, was centered around the following question: what are the experiences of students with ASD and their teachers regarding the process of inclusion in higher education? With this intent, a qualitative approach was carried out, based on the historical-cultural theory. Five students with ASD participated in the research and four professors with experience in serving these students. As a tool for building the data, semi- structured interviews were conducted with the research participants. The results show that there are many challenges to be overcome by students and teachers, such as the lack of information about the TEA universe to the entire academic community, the lack of teacher training / specialization and the barriers imposed by the TEA diagnosis. An immediate institutional mobilization is necessary for greater initial support and monitoring of students with ASD and their teachers in the academic and personal dimensions. Although current and comprehensive, there is little research on the subject and, recognizing our limits, we seek to broaden the discussion in an attempt to encourage other works on people with autism in higher education to be produced and published

Olhar de discentes com TEA e de seus docentes sobre o processo de inclusão na UNB

Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, Brasília, 2020.A presente pesquisa foi realizada na Universidade de Brasília e visou entender, sob o olhar de discentes com TEA e de seus docentes, o processo de inclusão no contexto universitário, tendo em vista que o número desses estudantes matriculados em instituições de ensino superior tem aumentado gradualmente devido à influência dos dispositivos legais, como a Lei no 12.764/12, que institui a "Política Nacional de Proteção dos Direitos da Pessoa com Transtorno do Espectro Autista" e o Decreto n. 5.773/06 que: “dispõe sobre regulação, supervisão e avaliação de instituições de educação superior e cursos superiores no sistema federal de ensino”. A existência desse grupo de estudantes que possui necessidades educacionais específicas nas instituições de ensino superior deixa em evidência as suas especificidades que podem, de alguma forma, trazer desafios para que o atendimento educacional aconteça em condições de igualdade de oportunidade com os demais. Da mesma forma, faz-se necessário refletir sobre a posição do docente: está ele preparado para reconhecer e lidar com tais necessidades específicas em sua turma? A pesquisa, portanto, situou-se em torno da seguinte questão: quais as vivências de discentes com TEA e de seus docentes no que se refere ao processo de inclusão no ensino superior? Com esse intento, foi realizada uma abordagem qualitativa, tendo como base teórica a teoria histórico-cultural. Participaram da pesquisa cinco discentes com TEA e quatro docentes com experiência no atendimento a esses estudantes. Como instrumento de construção dos dados, foram realizadas entrevistas semiestruturadas com os participantes da pesquisa. Os resultados apontam que existem muitos desafios a serem vencidos por discentes e docentes, como a falta de informação sobre o universo TEA a toda comunidade acadêmica, a carência de formação/especialização docente e as próprias barreiras impostas pelo diagnóstico do TEA. É necessário uma mobilização imediata institucional para maior apoio inicial e de acompanhamento de discentes com TEA e de seus docentes nas dimensões acadêmica e pessoal. Apesar de atual e abrangente, existem poucas pesquisas sobre a temática e, reconhecendo nossos limites, busca-se ampliar a discussão na tentativa de incentivar que outros trabalhos sobre pessoas com autismo no ensino superior possam ser produzidos e publicados.The present research was carried out at the University of Brasília and aimed to understand, under the eyes of students with ASD and their teachers, the process of inclusion in the university context, considering that the number of these students enrolled in higher education institutions has gradually increased due to the influence of legal provisions, such as Law No. 12.764 / 12, which institutes the "National Policy for the Protection of the Rights of the Person with Autism Spectrum Disorder" and Decree no. 5,773 / 06 which: “provides for regulation, supervision and evaluation of higher education institutions and higher education in the federal education system”. The existence of this group of students who have specific educational needs in higher education institutions highlights their specificities, which can, in some way, pose challenges for educational assistance to take place under conditions of equal opportunity with others. Likewise, it is necessary to reflect on the teacher's position: is he prepared to recognize and deal with such specific needs in his class? The research, therefore, was centered around the following question: what are the experiences of students with ASD and their teachers regarding the process of inclusion in higher education? With this intent, a qualitative approach was carried out, based on the historical-cultural theory. Five students with ASD participated in the research and four professors with experience in serving these students. As a tool for building the data, semi- structured interviews were conducted with the research participants. The results show that there are many challenges to be overcome by students and teachers, such as the lack of information about the TEA universe to the entire academic community, the lack of teacher training / specialization and the barriers imposed by the TEA diagnosis. An immediate institutional mobilization is necessary for greater initial support and monitoring of students with ASD and their teachers in the academic and personal dimensions. Although current and comprehensive, there is little research on the subject and, recognizing our limits, we seek to broaden the discussion in an attempt to encourage other works on people with autism in higher education to be produced and published.Faculdade de Educação (FE)Programa de Pós-Graduação em Educação, Mestrado Profissiona

Association between unhealthy behavior and sleep quality and duration in adolescents

DOI: http://dx.doi.org/10.5007/1980-0037.2015v17n3p318   Inadequate sleep has been associated with unhealthy behavior in adolescence. This study aimed to estimate the prevalence of negative sleep indicators (perceived poorquality sleep and insufficient sleep duration) among students and to identify unhealthy behaviors associated with this outcome. This study is part of a school-based, cross-sectional survey conducted in 2011 in adolescents from Santa Catarina State, Brazil. High school students aged 15 to 19 years (n = 6,529) and enrolled in state public schools participated in the study. The students responded to a questionnaire on the number of hours slept (insufficient: < 8 h, sufficient: ≥ 8 h); perceived sleep quality (good or poor); and behavioral variables. Multinomial logistic regression was performed using reports of positive sleep indicators, and negative reports of one or two sleep indicators. Approximately 30% of adolescents reported a negative perception of sleep, indicating poor quality and insufficient duration. The use of computers/videogames (≥ 4 h/d) and excessive consumption of alcoholic beverages, salty snacks or sweets were associated with negative sleep indicators. A high number of young people displayed one or two negative sleep indicators, and it was found an association between these indicators and a number of unhealthy behaviors

Photovoltaic energy: a key player towards a sustainable energy mix

International audienceThe energetic issues are on the top of the political agenda in many countries, for environmental reasons, for its driving role in all the economic sectors, as well as for the energetic independency concerns. This problematic is stressed by the increasing weight of renewable intermittent power sources in the global mix. In particular, due to its high potential and the strong national policy support it beneficiated, solar photovoltaic energy is now a key player in the world energy mutation and the way it is integrated into the global mix should be carefully performed.To deeply understand the way the solar energy can penetrate and transform the forthcoming energy framework, we adopted a three-level strategy to provide some answers to the following questions: i/ how can we situate the photovoltaic power role in future energy mixes?; ii/due to its main drawback, intermittency, could we provide an optimal design of a system combining storage devices?; iii/ what is the efficiency of the incentive policies that are or have been implemented to accelerate its deployment?That is why, in a first part, the peculiar position of the solar photovoltaic energy in the energy mix is analyzed. After recalling the general issue of future global energetic mixes, we propose a brief description of the different photovoltaic technologies and their promising evolutions in terms of technical improvements and cost reductions. Then, we describe the fast growing photovoltaic market and its consequences both on the electricity mix and the industry sector.In the second part we investigate the problematic of integrating such intermittent energy in the electricity mix, by developing a multi-criteria optimization methodology which simulates a system composed of photovoltaic panels and storage devices. Applications on a real case in the Cirque de Mafate (L’île de la Réunion, France) are provided to illustrate the interest of our method.Finally, we question the efficiency of different public supports to the photovoltaic technologies in the most relevant countries. We focus on correlating the installed power capacity with the spent public money and the electricity prices.In these works, we put into relief the necessity to consider energy issues through the prism of technical basis. Indeed, solutions that cannot be efficient should not be implemented in the system. However, a solely technical treatment of energy challenges is obviously insufficient, since energy is core point for the economy, for the citizen and so for the politician. Such a combined approach needs to remain anchored on concrete data close to the reality of the technical devices and keeping in mind the financial feasibility of the proposed solutions, when designing a new energy landscape and thus a new societal model

Hydrocephalus and arthrogryposis in an immunocompetent mouse model of ZIKA teratogeny: a developmental study

Submitted by Adagilson Silva ([email protected]) on 2017-06-26T13:18:14Z No. of bitstreams: 1 28231241 2017 xav-hyd.oa.pdf: 3679006 bytes, checksum: f24ae366311a286279f0f0d3a9c930eb (MD5)Approved for entry into archive by Adagilson Silva ([email protected]) on 2017-06-26T14:23:58Z (GMT) No. of bitstreams: 1 28231241 2017 xav-hyd.oa.pdf: 3679006 bytes, checksum: f24ae366311a286279f0f0d3a9c930eb (MD5)Made available in DSpace on 2017-06-26T14:23:58Z (GMT). No. of bitstreams: 1 28231241 2017 xav-hyd.oa.pdf: 3679006 bytes, checksum: f24ae366311a286279f0f0d3a9c930eb (MD5) Previous issue date: 2017-02Fundação Oswaldo Cruz. Instituto Aggeu Magalhães. Recife, PE, BrasilThe teratogenic mechanisms triggered by ZIKV are still obscure due to the lack of a suitable animal model. Here we present a mouse model of developmental disruption induced by ZIKV hematogenic infection. The model utilizes immunocompetent animals from wild-type FVB/NJ and C57BL/6J strains, providing a better analogy to the human condition than approaches involving immunodeficient, genetically modified animals, or direct ZIKV injection into the brain. When injected via the jugular vein into the blood of pregnant females harboring conceptuses from early gastrulation to organogenesis stages, akin to the human second and fifth week of pregnancy, ZIKV infects maternal tissues, placentas and embryos/fetuses. Early exposure to ZIKV at developmental day 5 (second week in humans) produced complex manifestations of anterior and posterior dysraphia and hydrocephalus, as well as severe malformations and delayed development in 10.5 days post-coitum (dpc) embryos. Exposure to the virus at 7.5-9.5 dpc induces intra-amniotic hemorrhage, widespread edema, and vascular rarefaction, often prominent in the cephalic region. At these stages, most affected embryos/fetuses displayed gross malformations and/or intrauterine growth restriction (IUGR), rather than isolated microcephaly. Disrupted conceptuses failed to achieve normal developmental landmarks and died in utero. Importantly, this is the only model so far to display dysraphia and hydrocephalus, the harbinger of microcephaly in humans, as well as arthrogryposis, a set of abnormal joint postures observed in the human setting. Late exposure to ZIKV at 12.5 dpc failed to produce noticeable malformations. We have thus characterized a developmental window of opportunity for ZIKV-induced teratogenesis encompassing early gastrulation, neurulation and early organogenesis stages. This should not, however, be interpreted as evidence for any safe developmental windows for ZIKV exposure. Late developmental abnormalities correlated with damage to the placenta, particularly to the labyrinthine layer, suggesting that circulatory changes are integral to the altered phenotypes

EDUCAÇÃO BRASILEIRA parâmetros contemporâneos e suas garantias

Nesses meandros projetistas da nossa sociedade dessas incipientes décadas do século XXI, passa-se a pensar a contemplação educacional e suas garantias na constituição brasileira. Esse projeto se dá a partir e com a disciplina do Projeto Integrador e, certamente, por ser um trabalho de pesquisa no ensino superior – na graduação de Direito – ancorado por uma instituição de certame pedagógico não tradicional, permite-se ressaltar a correspondência da temática para compreensões históricas e a materialização das expectativas para, pelo menos, até a metade deste vigente século. Você leitor(a) inicia esta obra atravessando a previsibilidade da educação em matéria legal na constituição brasileira. Preciso destacar como orientador e ministrante da disciplina de Projeto Integrador e coordenador do GPESC – Grupo de Pesquisa em Saberes Contemporâneos apoiado pela RECAM – Revista Camalotes, periódico científico desta instituição, que as integralidades presentes aqui são diversas e estão para além da interação entre os(as) nossos(as) acadêmicos(as). O conteúdo é caríssimo à sociedade brasileira, pois, pensar as garantias educacionais e, principalmente, as suas progressões nos faz pensar que ainda não atingimos e não atingiremos o ideal, mas certamente, caminhamos para uma contemplativa missão de corresponder ao ideal, isso nos conforta, isso nos motiva enquanto operadores(as) da pesquisa na bancada da educação, sobretudo, no ensino superior

ZIKV (10⁵ plaque-forming units)-injected pregnant mouse dams and litters.

<p>ZIKV (10⁵ plaque-forming units)-injected pregnant mouse dams and litters.</p

Morphometric analyses in three litters of ZIKV-injected pregnant mouse females.

<p>(<b>A-C</b>) To better normalize the morphometric results we plotted Crown rump length (CRL) and Occipital-frontal diameter (OFD) as a function of individual embryonic/fetal stages, rather than as nominal litter stages. All conceptuses were classified according to Kauffman [<a href="http://www.plosntds.org/article/info:doi/10.1371/journal.pntd.0005363#pntd.0005363.ref020" target="_blank">20</a>] and Theiler [<a href="http://www.plosntds.org/article/info:doi/10.1371/journal.pntd.0005363#pntd.0005363.ref022" target="_blank">22</a>]. (<b>A</b>) CRL data. (<b>B</b>) OFD data. (<b>C</b>) OFD/CRL data. All data are displayed in relation to intervals defined as the average ± three standard deviations of PBS-injected (light grey), or reference controls (dark grey). Stage normalization eliminated all evidence for specific changes in cephalic proportions, but for two conceptuses. One fetus (shown in <a href="http://www.plosntds.org/article/info:doi/10.1371/journal.pntd.0005363#pntd.0005363.g007" target="_blank">Fig 7H</a>) displayed an abnormally increased OFD/CRL, which resulted from cephalic collapse in the cranio-caudal axis (arrowhead), while the other fetus (shown in <a href="http://www.plosntds.org/article/info:doi/10.1371/journal.pntd.0005363#pntd.0005363.g006" target="_blank">Fig 6D</a>) constitutes the only specific evidence for microcephaly in our study (arrow).</p

Fetuses from FVB/NJ pregnant female injected with ZIKV at 9.5 days <i>post coitum</i> (dpc).

<p>Fetuses were harvested at 16.5 dpc. (<b>A-H</b>) Fetuses are displayed in an order of increased severity of developmental malformations. (<b>I-M</b>) Outwardly normal littermates. (<b>N-P</b>) Fetal phenotypes recorded immediately after harvesting and initial dissection. Prominent features of malformed embryos ranged from vascular rarefaction and pallor in the cephalic region (<b>A</b>, <b>P</b>) (square bracket), generalized edema (<b>B</b>, <b>C</b>) (arrows) to complete disruption of normal development (<b>E</b>-<b>H</b>). Note the intra amniotic hemorrhage in <b>N</b>, clouding of the amniotic fluid in <b>O</b> and the preferential pallor and/or vascular rarefaction in the cephalic region in <b>P</b> (square bracket). White arrowhead indicates abnormal forelimb postures suggestive of arthrogryposis. Scale bar, 2.0 mm.</p