Literatura infantil e a multimodalidade no contexto de surdez: uma proposta de atuação

Several studies show the difficulties encountered by deaf subjects in their educational process. Educational practices based only on orality, with the illusory idea that this represents a prerequisite for learning the written language are recurrent. Actions of this kind lead to the lack of a shared language between hearing teacher and deaf student in the classroom, a factor that added to the absence of necessary and appropriate teaching materials for deaf students, further complicates these students access to literacy and learning. On the opposite of this view, it is considered that the educational process of the deaf should happen through meaningful interactions in sign language, respecting their non-hearing/speaking condition. In this sense, the educational process goes beyond the execution of decontextualized and mechanical activities conducted only through oral language and begins to respect the need of the deaf of learning in their own language, which helps in the acquisition of written language and minimizes their difficulties in reading comprehension and text production. To make this possible, we propose the incorporation of multimodality to therapeutic and educational practices for deaf people, using infant literature classical texts with deaf children as a target group in the process of written language acquisition.http://dx.doi.org/10.5902/1984686X4404 Diversas pesquisas apontam dificuldades encontradas por sujeitos surdos em seu processo educacional. As práticas educacionais baseadas apenas na oralidade, com base na ilusória idéia de que esta representa um pré-requisito para aprendizagem da linguagem escrita são recorrentes. Ações deste tipo acarretam na falta de uma língua compartilhada entre professor ouvinte e aluno surdo em sala de aula, fator que somado à ausência de condições necessárias e materiais didáticos adequados aos alunos surdos, dificulta ainda mais o acesso desses alunos ao letramento e aprendizagem. Distanciando-nos dessa visão, consideramos que o processo educacional do surdo deve acontecer por meio de interações significativas em língua de sinais, respeitando sua condição de não ouvinte/falante. Nessa direção, o processo educacional ultrapassa a realização de atividades mecânicas e descontextualizadas realizadas apenas por meio da língua oral e começa a respeitar a necessidade de o surdo aprender em sua língua própria, o que auxilia no processo de aquisição da linguagem escrita e conseqüentemente minimiza de suas dificuldades de leitura, compreensão e produção textual. Para tornar esta realidade possível, propomos a incorporação da multimodalidade às práticas educacionais e terapêuticas para surdos, utilizando textos clássicos da literatura infantil e tendo como público alvo crianças surdas em processo de aquisição da linguagem escrita.Palavras-chave: Surdez; Multimodalidade; Educação de surdos.

Ultrastructural features of agouti (Dasyprocta aguti) preantral follicles cryopreserved using dimethyl sulfoxide, ethylene glycol and propanediol

The objective was to develop an efficient protocol for cryopreservation of agouti (Dasyprocta aguti) ovarian tissue. Agouti ovarian fragments were placed, for 10 min, in a solution containing MEM and fetal bovine serum plus 1.5 M dimethyl sulfoxide (DMSO), ethylene glycol (EG) or propanediol (PROH); some of those fragments were subsequently cryopreserved in a programmable freezer. After exposure and/or thawing, all samples were fixed in Carnoy prior to histological analysis. To evaluate ultrastructure, follicles from the control and all cryopreserved treatments were fixed in Karnovsky and processed for transmission electron microscopy. After exposure and freezing, there was a significant decrease in the percentage of morphologically normal preantral follicles in all treatments when compared to the control (92.67 ± 2.79, mean ± SD). However, there were no significant difference when the exposure and freezing procedures were compared using the same cryoprotectant. Moreover, there was no significant difference among cryoprotectants at the time of exposure (DMSO: 64.7 ± 3.8; EG: 70.7 ± 11.2, PROH: 63.3 ± 8.5) or after freezing (DMSO: 60.6 ± 3.6, EG: 64.0 ± 11.9; PROH: 62.0 ± 6.9). However, only follicles frozen with PROH had normal ultrastructure. In conclusion, preantral follicles enclosed in agouti ovarian tissue were successfully cryopreserved using 1.5 M PROH, with satisfactory maintenance of follicle morphology and ultrastructure

Morphologic, viability and ultrastructural analysis of vitrified sheep preantral follicles enclosed in ovarian tissue

The main objective was to compare the efficiency of vitrification techniques and solutions on the preservation of morphology, ultrastructure and viability of sheep preantral follicles enclosed in ovarian tissue fragments. The fragments were cryopreserved by using macrotube vitrification (MTV), solid-surface vitrification (SSV) or conventional vitrification (CV). These techniques were combined with one of the six solutions containing 6 M ethylene glycol (EG) and with or without sucrose (SUC) (0.25 or 0.50 M) and with or without fetal calf serum (FCS) (10%). After one week, samples were warmed and histological analysis was performed, showing that the percentage of normal follicles after CV (66.20 ± 8.87%) using a solution containing 6 M EG, 0.25 M SUC and 10% FCS (vitrification solution 4 – VS4) was similar to fresh control (79.40 ± 7.83%), MTV (53.40 ± 10.60%) and SSV (56.75 ± 15.33%), all of them with the same vitrification solution (P 0.05). As the decrease of viability in non-vitrified follicles at day 2 was similar to the decrease of MTV/VS4 in the same time, follicle viability at day 2 is not affected by MTV/VS4. In conclusion, using the experimental conditions of the present study, an efficient solution (VS4: 6 M EG, 0.25 M SUC and 10% FCS) and technique (MTV) were successfully used to vitrify ovine ovarian tissue

Relationship between functional fitness, medication costs and mood in elderly people

Objective: to verify if functional fitness (FF) is associated with the annual cost of medication consumption and mood states (MSt) in elderly people. Methods: a cross-sectional study with 229 elderly people aged 65 years or more at Santa Casa de Misericórdia de Coimbra, Portugal. Seniors with physical and psychological limitations were excluded, as well as those using medication that limits performance on the tests. The Senior Fitness Test was used to evaluate FF, and the Profile of Mood States - Short Form to evaluate the MSt. The statistical analysis was based on Mancova, with adjustment for age, for comparison between men and women, and adjustment for sex, for comparison between cardiorespiratory fitness quintiles. The association between the variables under study was made with partial correlation, controlling for the effects of age, sex and body mass index. Results: an inverse correlation between cardiorespiratory fitness and the annual cost of medication consumption was found (p < 0.01). FF is also inversely associated with MSt (p < 0.05). Comparisons between cardiorespiratory fitness quintiles showed higher medication consumption costs in seniors with lower aerobic endurance, as well as higher deterioration in MSt (p < 0.01). Conclusion: elderly people with better FF and, specifically, better cardiorespiratory fitness present lower medication consumption costs and a more positive MSt

“Meninas com Ciência” vive e resiste pelo Museu Nacional / UFRJ

O curso de extensão “Meninas com Ciência” é uma ação concebida e executada pelas mulheres do Departamento de Geologia e Paleontologia do Museu Nacional (MN/UFRJ), voltado para alunas do 6º ao 9º ano do Ensino Fundamental, de escolas públicas e particulares. Ocorre desde 2017, em edições semestrais, com oficinas práticas e lúdicas em Geociências. Aqui, são apresentados o histórico do curso, as atualizações ao método, avaliações de acesso e permanência das alunas, além das perspectivas futuras. O objetivo deste trabalho é inspirar novas iniciativas, democratizando o acesso às ações de divulgação no país. Desde sua criação, o curso enfrentou diversos desafios; entre eles, a perda de toda a sua estrutura física, durante o incêndio do MN/UFRJ, mas a equipe persiste e, ao longo de seis edições, teve 2333 inscritas e ofertou 455 vagas. Além disso, é crescente o interesse de outras instituições em replicar o modelo. Até o momento, “Meninas com Ciência” inspirou, com sucesso, a execução de sete ações semelhantes nos estados de São Paulo, Distrito Federal e Pará, o que corrobora a receptividade da sociedade e a importância destas iniciativas voltadas às questões de gênero. Este trabalho demonstra que é possível realizar divulgação científica de qualidade e gratuita, mesmo sob condições adversas e com baixo orçamento. Ainda, traz os desafios em popularizar o acesso de meninas de diferentes condições, sociais e econômicas, ao curso. Em 2020, em virtude da pandemia do novo coronavírus, as duas edições previstas estão suspensas. Porém, a partir desta adversidade, “Meninas com Ciência” cresce e torna-se um projeto de extensão. Trata-se de uma estrutura maior e permanente, que abriga: a) o curso presencial, que será retomado assim que possível; b) um canal online direto com a sociedade, visando propor atividades, tirar dúvidas sobre Geociências, conversar sobre as experiências de mulheres cientistas, etc. e c) a criação de linhas de pesquisa em extensão

Surdez e letramento: pesquisa com surdos universitários de Curitiba e Florianópolis Deafness and literacy: a study with deaf university students from Curitiba and Florianopolis

Objetivamos com essa pesquisa apresentar aspectos que caracterizam as condições de letramento de surdos estudantes universitários, investigando o desempenho desses surdos em atividades de leitura e de escrita. Participaram dessa pesquisa vinte surdos Universitários. Para coleta de dados foram utilizados dois instrumentos: um questionário com questões abertas e fechadas a partir do qual foram coletadas informações sobre as práticas de leitura e de escrita vivenciadas cotidianamente pelos sujeitos da pesquisa e seis textos formulados em diferentes gêneros textuais, os quais os sujeitos deveriam ler e formular respostas acerca de seus conteúdos Percebe-se por meio da análise que as condições de letramento de cada sujeito têm uma correlação direta com as práticas de linguagem vivenciadas em seus contextos de vida. Conclusões: no contexto da surdez, ainda contamos com leitores e escritores que apresentam grande dificuldade no processo de interpretação e produção textual de gêneros secundários. Esse estudo aponta, assim, a importância de um trabalho de letramento desde a escola fundamental até a universidade que envolva práticas nos mais diversos tipos de gêneros.This study aims to present some aspects that characterize the reading and writing conditions of deaf university students, looking into the performance of these deaf students in reading and writing activities. Twenty deaf university students participated in this study. Two tools were used for data collection: a questionnaire with open and closed questions that provided information about daily reading and writing practices that the research subjects engaged in and six texts that were elaborated so as to represent different written genders, which the subjects were asked to read and answer questions related to text content. The results of the analysis showed that each student's reading and writing skills correlates directly to the language practices they engage in their daily lives. In conclusion, within the context of deafness, we must still account for readers and writers that present great difficulty in interpreting and producing written texts, especially in secondary genders. This study highlights the importance of focusing on literacy with a diversity of reading materials throughout the elementary school on through university level

Deafness and literacy: a study with deaf university students from Curitiba and Florianopolis

This study aims to present some aspects that characterize the reading and writing conditions of deaf university students, looking into the performance of these deaf students in reading and writing activities. Twenty deaf university students participated in this study. Two tools were used for data collection: a questionnaire with open and closed questions that provided information about daily reading and writing practices that the research subjects engaged in and six texts that were elaborated so as to represent different written genders, which the subjects were asked to read and answer questions related to text content. The results of the analysis showed that each student's reading and writing skills correlates directly to the language practices they engage in their daily lives. In conclusion, within the context of deafness, we must still account for readers and writers that present great difficulty in interpreting and producing written texts, especially in secondary genders. This study highlights the importance of focusing on literacy with a diversity of reading materials throughout the elementary school on through university level.Objetivamos com essa pesquisa apresentar aspectos que caracterizam as condições de letramento de surdos estudantes universitários, investigando o desempenho desses surdos em atividades de leitura e de escrita. Participaram dessa pesquisa vinte surdos Universitários. Para coleta de dados foram utilizados dois instrumentos: um questionário com questões abertas e fechadas a partir do qual foram coletadas informações sobre as práticas de leitura e de escrita vivenciadas cotidianamente pelos sujeitos da pesquisa e seis textos formulados em diferentes gêneros textuais, os quais os sujeitos deveriam ler e formular respostas acerca de seus conteúdos Percebe-se por meio da análise que as condições de letramento de cada sujeito têm uma correlação direta com as práticas de linguagem vivenciadas em seus contextos de vida. Conclusões: no contexto da surdez, ainda contamos com leitores e escritores que apresentam grande dificuldade no processo de interpretação e produção textual de gêneros secundários. Esse estudo aponta, assim, a importância de um trabalho de letramento desde a escola fundamental até a universidade que envolva práticas nos mais diversos tipos de gêneros.9912

Degradable protein in rumen and frequency of supplementation for it recreates of bovine in pasture

It was aimed to evaluate the effect of the rumen degradable protein (RDP) and supplementation frequency on the consumption and digestibility of the nutrients, concentration of amoniacal nitrogen (N-NH3), ruminal pH and nitrogen compounds excreted in the urine (NUR) and serum (NS) in bovine in pasture of Brachiaria brizantha cv. Marandu during the rainy/dry transition period. Five crossbred steers, castrated, with average body weight of 350 kg, cannulated in the rumen, were used. The experiment used in Latin square design 5 X 5, with duration of 21 days each experimental period. The treatments were: SAL - mineral mix supplied ad libitum (Controls); daily RDP: supplement formulated to meet the requirements RDP, with daily supply; frequency RDP: supplement formulated to meet the requirements RDP, supplied three times on week (Mondays, Wednesdays and Fridays); RDP+: supplement formulated with increment of 10% of the requirements of RDP supplied 3X; RDP-: supplement formulated with less 10% of the requirements of RDP supplied 3X. There was statistical difference for dry matter intake (DMI), forage (CFO) and neutral detergent fiber (NDF) and apparent digestibility of DM and NDF with treatment effect (p 0.05) DMI and apparent digestibility of DM, CP and NDF. The ruminal pH was different between the frequency RDP supplements vs. RDP- time 4 hours on day no supplementation. The ruminal ammonia concentration of the supplemented animals showed a difference between the RDP daily supplements vs. RDP frequency; RDP frequency vs. RDP +; RDP frequency vs. PDR-. The nitrogen serum concentration is larger (P <0.10) in animals consuming multiple supplements with increment of 10% of the requirements of RDP