Intolerância religiosa em escolas públicas no Rio de Janeiro

The enactment of Law 10,639, which amended the Law of Guidelines and Bases of National Education and determined the inclusion in the curriculum of public and private basic education in the country, the History and Culture Afro Brazilian and African. This was considered as a major achievement in the fight against racism and religious intolerance in public schools, but its implementation faces many obstacles in educational systems and school environment. The conflictive situations related to religion in Brazilian schools involve issues related to career and personal beliefs of students, families, education professionals, as well as the action of religious bodies, posture and conceptions of managers and managers and the reactions of each of the new proposals.A promulgação da Lei no 10.639, que alterou a Lei de Diretrizes e Bases da Educação Nacional e determinou a inclusão, no currículo da educação básica pública e privada do país, da Historia e Cultura Afro brasileira e Africana. Isto foi considerado como uma grande conquista na luta contra o racismo e a intolerância religiosa nas escolas públicas, contudo sua implementação enfrenta diversos obstáculos nos sistemas educacionais e no ambiente escolar. As situações conflituosas relativas à religião nas escolas brasileiras envolvem questões vinculadas à trajetória e convicções pessoais de educandos, familiares, profissionais da educação, bem como à ação de entidades religiosas, à postura e concepções de gestores e gestoras e às reações de cada um destes às novas propostas

Learning analyticsin a virtual learning environment : the challenge of mapping socio-affective scenarios

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE

Undefined socio-affective scenarios in a virtual learning environment a view from learning analytics

There is a growing number of virtual courses being offered by Brazilian educational institutions, requiring the development of technological resources and research to assist in the teaching and learning processes in Distance Education (DE). The analysis of the students’ socio-affective profiles in Virtual Learning Environments (VLE) enables possibilities to develop methodologies and/or resources to better understand them. The Social Map (SM) and Affective Map (AM), both features of the Cooperative Learning Network (ROODA in Portuguese), provide inferences and graphic presentations of students’ socioaffective profiles. Thus, this article aims to identify students with Undefined Socio-affective Scenarios in a VLE, based on Learning Analytics (LA). LA is defined as the measurement, collection, and analysis of data. This qualitative and quantitative research approach was carried out based on 10 case studies. The target audience was divided between 77 undergraduate students, 29 graduate students, 27 elderly people, and 86 professors who participated in teaching activities at a Brazilian public university. Data collected from the SM and AM were extracted in order to identify the relationship between these two aspects. The result was 18 Socio-affective Scenarios using LA and the identification of 108 Pedagogical Strategies to contribute to the analysis of students’ learning profiles

A vitamina A e o olho: uma velha história em tempos modernos

Clinical presentations associated with vitamin A deficiency persist in poor regions globally with the same clinical features as those described centuries ago. However, new forms of vitamin A deficiency affecting the eyes, which have become widespread, as a result of modern societal habits are of increasing concern. Ophthalmic conditions related to vitamin A deficiency require the combined attention of ophthalmologists, pediatricians, internists, dermatologists, and nutritionists due to their potential severity and the diversity of causes. As the eyes and their adnexa are particularly sensitive to vitamin A deficiency and excess, ocular disturbances are often early indicators of vitamin A imbalance. The present review describes the clinical manifestations of hypovitaminosis A with an emphasis on so-called modern dietary disorders and multidisciplinary treatment approaches. The present review also discusses the relationship between retinoic acid therapy and dry eye disease7915661CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO - CNPQCOORDENAÇÃO DE APERFEIÇOAMENTO DE PESSOAL DE NÍVEL SUPERIOR - CAPESFUNDAÇÃO DE AMPARO À PESQUISA DO ESTADO DE SÃO PAULO - FAPESPSem informaçãoSem informaçãoSem informaçãoAs apresentações clínicas associadas à deficiência de vitamina A persistem em regiões pobres ao redor do mundo com os mesmos achados clínicos descritos há séculos. No entanto, novas formas de problemas causados pela vitamina A afetam os olhos, estão associados com os hábitos da sociedade moderna e tem causado preocupação. Eles exigem a atenção dos oftalmologistas, pediatras, internistas, dermatologistas e nutricionistas, devido à sua gravidade e diversidade de causas. Uma vez que os olhos e seus anexos são órgãos muito sensíveis à deficiência e excesso de vitamina A, manifestações oculares podem ser indicadores precoces do desequilíbrio de vitamina A. Essa revisão traz as manifestações clínicas de hipovitaminose A enfatizando os chamados distúrbios dietéticos modernos e formas de abordagem multidisciplinar. E também traz evidências sobre a relação entre a terapia com ácido retinóico e doença do olho sec

Digital fluency and the construction of pedagogical strategies for distance learning

The objective of the study is to identify Pedagogical Strategies (PS) that can contribute to the construction of Digital Fluency in the Distance Learning (DL) context. Technological changes in society include their own set of knowledge, skills, and attitudescalled Digital Competences(DC). Specifically, in distance learning, digital fluency is considered paramount since it is related to the use of technologies where the subject feels digitally active, especially with regard to the production of content/materials for the virtual environment. This can be divided into five specific competences: Content Production, Data Protection, Networking, Virtual Resilience, andTeamwork. Thus, PSwere created from the analysis of competences in order to assist the instructorsto build them with their students in the DL environment. This study used a qualitative methodology based on an interpretative approach. The instrument used for data collection was an online questionnaire evaluating the Pedagogical Strategies for the Digital Fluency Competence. The target audience of the research was 90 specialists in the area of distance learning who responded and suggested changes to thePS. The results enabled the development of a framework with 46 Pedagogical Strategies divided into the 5specific competences of Digital Fluencyto aid teachers in meetingstudents’need

Pedagogical strategies based on socio-affective scenarios : an outlook based on personalized teaching in a virtual learning environment

The objective of this article is to present the creation process of Pedagogical Strategies (PS) based on Socio-affective Scenarios mapped in a Virtual Learning Environment (VLE). Every year, enterprises are looking for new technologies that can improve the skills of their collaborators, bringing VLE resources to e-training formations. The PSs are actions carried out by professors or manager in their practice, both for e-learning and e-training. In order to develop a PS, it is important to consider the socio-affective profile. For data inference were used: Social and Affective Map. Using these two tools, 38 Socio-affective Scenarios were mapped and their strategies were developed. This study utilizes an applied qualitative approach. As a result, a total of 228 PSs based on Socio-affective Scenarios were developed by 15 specialist professors. Its main contribution is the creation of PS based on criteria that can be adapted to be applied in the industry context

First environmental DNA (eDNA) record of central Amazon in a floodplain lake: extraction method selection and validation / Primeiro registro de DNA ambiental (eDNA) da Amazônia central em um lago de várzea: seleção e validação de método de extração

In recent years, environmental DNA (eDNA) has emerged as an effective method for detecting aquatic organisms. The current study tested a method of DNA extraction from water samples from Central Amazonian floodplain lake. Water collections were performed in a floodplain lake on Paciência Island, on the Solimões River (Amazon Basin, Brazil) during the high water period. Seven commercial DNA extraction methods/kits were tested with samples collected from Lake Cacau. After quantification, eDNA samples were amplified with 12S and 16S mitochondrial gene universal primers. The DNeasy Blood & Tissue kit (Qiagen), with modifications developed during the current study (adapt 03), gave the best overall result showing expected gene amplification, and intense agarose gel banding. eDNA concentrations ranged from 0.00 to 22.90 ng/µL for the other methods, with either lower intensity of the amplicon size to target gene correspondence when compared to that obtained with the DNeasy Blood & Tissue kit adapt 03 method, or there was an absence of amplification.The concentration of eDNA extracted from the lake sample was 2.68ng/µL. Prochilodus nigricans and Potamorhina altamazonica genomic DNA (gDNA) samples were extracted for use as a positive controls. The 12S and 16S genes from eDNA were amplified and sequenced with next generation Sequencing (NGS). Using a metabarcode approach, we used the 12S (12S-V5) and 16S (L2513/H2714) minibarcode universal primers to detect fish species DNA traces present in water samples from the Cacau lake. The NGS produced 18 and 492,454 12S and 16S minibarcode readings, respectively, for three taxonomic groups (Actinopterygii, Mammalia and Squamata). Adding the two genes, a total of 492,472.00 readings, with 15 readings with 12S and 4,431.082 readings with 16S for fish. Fish (Actinopterygii) represented 83.33% and 0.60% (three Orders, five families and five genus identified according to BLASTN), mammals had 11.11% and 99.40% and reptiles with 5.56% and 0.00% for the total readings of the 12S and 16S respectively, with more than 97% similarity to NCBI-available reference sequences. Taxonomic classification at the level of species was not very resolute when comparing OTU's with sequences published in NCBI.This study sets a milestone in the methodology of DNA extraction from floodplain lake, and shows the method can be used to monitor Amazon basin ichthyofauna, as it was possible to detect the presence of fish species DNA in collected water samples