Space, City and Post colonialism in the Poetic Discourse of the “Independent Writers of Pernambuco”

In Altas literaturas (High Literatures), Leyla Perrone Moisés reminds us that in the scope of Catholicism the canon acquired the meaning of a "list of saints recognized by the papal authority" which "by extension came to mean the set of literary authors recognized as masters of tradition" (1988, p. 61) .That, undoubtedly, guided the literary studies in Brazil until very recently. These studies ignored non-canonical literary works. In other words, the canonical thinking was oblivious to a rich literary production which was not in accordance with a colonialist view of the academic studies developed in our universities. In this work, we intend to study the literary production of some poets in Recife (Brazil), in the 1980s in relation to the established canon. We focus on the Movement, known as “Independent Writers of Pernambuco” aiming to bring to light a literary movement forgotten by Brazilian academic community.. Our study has a postcolonial perspectives we explore the need to pay attention to literary production by writers who do not always belong to “traditional canon” (Said, 2004). The poetical works of the movement we study may play a vital role in the context of Brazil and Pernambuco. By considering the emerging social responsibilities of writers and intellectuals in an ever more interdependent world, we suggest that studying the movement and its authors who are not much explored by Brazilian scholars we may be decolonizing the knowledge on literature in Brazil. Wetake into account the movement´s relations with Brazilian Northeastern culture and its program of action, dating from 1981, the beginning of the so-called "Lost Decade." The movement had an important voice against the most conservative and traditionalist criticism at that time. We believe that by studying the movement we are offering the opportunity to rethink our Brazilian and Pernambucan literary canon

Teacher performance evaluation: conflict, uncertainties and the search for meaning(s)

O texto que propomos parte de uma pesquisa longitudinal, realizada em Portugal entre 2008 e 2010, com professores do 1º Ciclo do Ensino Básico. Procura evidenciar os conflitos e incertezas que a avaliação do desempenho docente tem produzido e a busca de sentido(s) para esta avaliação e para o ‘ser professor/a’. A implementação de sistemas de avaliação do desempenho dos professores insere-se na procura de soluções para esta inquietação. Foi o que aconteceu em Portugal, em Janeiro de 2007, com a publicação em Diário da República do novo Estatuto da Carreira Docente e o Decreto que regulamentava a Avaliação do Desempenho Docente. As tensões emergiram entre docentes e Ministério da Educação, agudizaram-se com a tomada de consciência da problemática da avaliação do desempenho dos docentes com impacto na carreira profissional e provocaram incertezas e desmotivação face ao sentido do trabalho docente com impacto na identidade profissional dos professores.This article stems from a longitudinal research carried out with primary school teachers in Portugal between 2008 and 2010. The research sought to identify the conflicts and uncertainties, which have been caused by the evaluation of teacher performance, as well as to search for meaning(s) related to that evaluation and to ‘being a teacher’. The implementation of systems for the evaluation of teacher performance fits into the search for solutions to that concern. This is what happened in Portugal, in January 2007, when the new Statute of the Teaching Profession and the law to regulate Teacher Performance Assessment were published in Diário da República – the official government publication. Tensions arose between teachers and the Ministry of Education and they were aggravated by an awareness of how the problem of teacher performance evaluation would impact on the professional career of teachers and how it would cause uncertainties and demotivation concerning the vocation of teaching and its subsequent impact on the professional identity of teachers

Complete sequence of the 22q11.2 allele in 1,053 subjects with 22q11.2 deletion syndrome reveals modifiers of conotruncal heart defects

The 22q11.2 deletion syndrome (22q11.2DS) results from non-allelic homologous recombination between low-copy repeats termed LCR22. About 60%-70% of individuals with the typical 3 megabase (Mb) deletion from LCR22A-D have congenital heart disease, mostly of the conotruncal type (CTD), whereas others have normal cardiac anatomy. In this study, we tested whether variants in the hemizygous LCR22A-D region are associated with risk for CTDs on the basis of the sequence of the 22q11.2 region from 1,053 22q11.2DS individuals. We found a significant association (FDR p < 0.05) of the CTD subset with 62 common variants in a single linkage disequilibrium (LD) block in a 350 kb interval harboring CRKL. A total of 45 of the 62 variants were associated with increased risk for CTDs (odds ratio [OR) ranges: 1.64-4.75). Associations of four variants were replicated in a meta-analysis of three genome-wide association studies of CTDs in affected individuals without 22q11.2DS. One of the replicated variants, rs178252, is located in an open chromatin region and resides in the double-elite enhancer, GH22J020947, that is predicted to regulate CRKL (CRK-like proto-oncogene, cytoplasmic adaptor) expression. Approximately 23% of patients with nested LCR22C-D deletions have CTDs, and inactivation of Crkl in mice causes CTDs, thus implicating this gene as a modifier. Rs178252 and rs6004160 are expression quantitative trait loci (eQTLs) of CRKL. Furthermore, set-based tests identified an enhancer that is predicted to target CRKL and is significantly associated with CTD risk (GH22J020946, sequence kernal association test (SKAT) p = 7.21 × 10-5) in the 22q11.2DS cohort. These findings suggest that variance in CTD penetrance in the 22q11.2DS population can be explained in part by variants affecting CRKL expression