Foreign language learning trajectories through the perspective of complexity

Este artigo relata trajetórias de aprendizagem de graduandos de Letras inglês, participantes do projeto de aconselhamento linguageiro da Universidade Federal do Pará, compreendidas à luz do paradigma da complexidade. O aconselhamento é uma forma de apoio à aprendizagem e consiste em encontros entre o conselheiro e aluno, geralmente de forma individual. O conselheiro trabalha junto ao aluno como um facilitador, mentor, assessor, ajudante, agente de apoio e consultor. A análise de dados é feita com base no paradigma da complexidade, segundo o qual os fenômenos observados levam em conta a instabilidade e a não-linearidade dos sistemas complexos. O uso desse paradigma na aprendizagem de línguas permite a compreensão de alguns fenômenos antes dificilmente explicados por investigações tradicionais. Os dados gerados pelas narrativas possibilitaram o estudo das principais características dos sistemas complexos e a percepção da influência que certos acontecimentos podem exercer na trajetória desses alunos ao longo das sessões de aconselhamento. A análise trouxe à tona a complexidade e imprevisibilidade de cada história, mostrando a grande quantidade de fatores que influenciam a trajetória de aprendizagem desses participantes e o quão interconectados esses fatores estão.Palavras-chave: aprendizagem de línguas, paradigma da complexidade, sistemas adaptativos complexos.This paper aims at describing language learning trajectories from Letras undergraduate students who participate in the language advising project at the Federal University of Pará under the complexity perspective. Language advising is a learning support and consists of meetings between advisor and student, generally individually. The advisor works with the student as a facilitator, mentor, assessor, helper, supporter, and consultant. Data analysis was done based on complexity paradigm, according to which the observed phenomena take into account the instability and non-linearity of the complex systems. The use of this paradigm in language learning allows for the understanding of some phenomena, not entirely explained by traditional research. The data of the narratives allow the study of the main features of complex systems and the understanding of the influence that certain facts can have on the trajectories of these students in the advising sessions. The analysis brought up the complexity and unpredictability of each history, eliciting the great amount of factors which influence the learning trajectories of these participants as well as giving evidence of how interconnected these factors are.Keywords: language learning, complexity paradigm, complex adaptive systems

Foreign language learning trajectories through the perspective of complexity

This paper aims at describing language learning trajectories from Letras undergraduate students who participate in the language advising project at the Federal University of Pará under the complexity perspective. Language advising is a learning support and consists of meetings between advisor and student, generally individually. The advisor works with the student as a facilitator, mentor, assessor, helper, supporter, and consultant. Data analysis was done based on complexity paradigm, according to which the observed phenomena take into account the instability and non-linearity of the complex systems. The use of this paradigm in language learning allows for the understanding of some phenomena, not entirely explained by traditional research. The data of the narratives allow the study of the main features of complex systems and the understanding of the influence that certain facts can have on the trajectories of these students in the advising sessions. The analysis brought up the complexity and unpredictability of each history, eliciting the great amount of factors which influence the learning trajectories of these participants as well as giving evidence of how interconnected these factors are.Keywords: language learning, complexity paradigm, complex adaptive systems.</p

Trajetórias de aprendizagem de LE sob a perspectiva da complexidade

This paper aims at describing language learning trajectories from Letras undergraduate students who participate in the language advising project at the Federal University of Pará under the complexity perspective. Language advising is a learning support and consists of meetings between advisor and student, generally individually. The advisor works with the student as a facilitator, mentor, assessor, helper, supporter, and consultant. Data analysis was done based on complexity paradigm, according to which the observed phenomena take into account the instability and non-linearity of the complex systems. The use of this paradigm in language learning allows for the understanding of some phenomena, not entirely explained by traditional research. The data of the narratives allow the study of the main features of complex systems and the understanding of the influence that certain facts can have on the trajectories of these students in the advising sessions. The analysis brought up the complexity and unpredictability of each history, eliciting the great amount of factors which influence the learning trajectories of these participants as well as giving evidence of how interconnected these factors are.Keywords: language learning, complexity paradigm, complex adaptive systems.Este artigo relata trajetórias de aprendizagem de graduandos de Letras inglês, participantes do projeto de aconselhamento linguageiro da Universidade Federal do Pará, compreendidas à luz do paradigma da complexidade. O aconselhamento é uma forma de apoio à aprendizagem e consiste em encontros entre o conselheiro e aluno, geralmente de forma individual. O conselheiro trabalha junto ao aluno como um facilitador, mentor, assessor, ajudante, agente de apoio e consultor. A análise de dados é feita com base no paradigma da complexidade, segundo o qual os fenômenos observados levam em conta a instabilidade e a não-linearidade dos sistemas complexos. O uso desse paradigma na aprendizagem de línguas permite a compreensão de alguns fenômenos antes dificilmente explicados por investigações tradicionais. Os dados gerados pelas narrativas possibilitaram o estudo das principais características dos sistemas complexos e a percepção da influência que certos acontecimentos podem exercer na trajetória desses alunos ao longo das sessões de aconselhamento. A análise trouxe à tona a complexidade e imprevisibilidade de cada história, mostrando a grande quantidade de fatores que influenciam a trajetória de aprendizagem desses participantes e o quão interconectados esses fatores estão.Palavras-chave: aprendizagem de línguas, paradigma da complexidade, sistemas adaptativos complexos

Tamponamento intrauterino induzido por vácuo para hemorragia pós-parto: uma revisão sistemática

A hemorragia pós-parto (HPP) é uma complicação grave e uma das principais causas de mortalidade materna global, respondendo por aproximadamente 25% de todos os óbitos maternos. A busca por intervenções eficazes e seguras é crítica para melhorar os desfechos maternos. O tamponamento intrauterino induzido por vácuo (VHD) surgiu como uma abordagem promissora, oferecendo potencial para rápido controle do sangramento e redução da necessidade de procedimentos invasivos. Nesse sentido, o presente estudo tem como objetivo analisar a eficácia, segurança e aplicabilidade na prática clínica moderna. Foi realizada uma revisão sistemática da literatura de 2016 a 2024 nas bases de dados PubMed (Medline), Cochrane Library e SciELO. A seleção dos estudos foi baseada em critérios de inclusão e exclusão rigorosos, focando na eficácia, segurança e aplicabilidade do VHD para tratamento da HPP. Três estudos chave foram analisados, com pacientes submetidos ao tratamento com VHD para HPP. Os resultados demonstraram uma taxa de sucesso no tratamento variando de 73% a 94%, com um controle do sangramento alcançado em uma média de 3 minutos. Foi observada uma redução significativa na necessidade de transfusões maciças de sangue e na perda de sangue estimada quando comparado com o tamponamento com balão uterino. Eventos adversos foram relatados, mas todos resolveram-se sem sequelas graves. O tamponamento intrauterino induzido por vácuo apresenta-se como uma opção promissora no tratamento da hemorragia pós-parto, com resultados consistentes indicando eficácia no controle do sangramento e redução na necessidade de transfusões sanguíneas. Embora os resultados sejam encorajadores, mais estudos são necessários para confirmar essas descobertas e explorar plenamente o potencial do VHD na prática clínica. O VHD emerge como uma alternativa eficaz e segura, com potencial para melhorar significativamente os desfechos maternos e reduzir a morbimortalidade associada à HPP

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

O processo de autonomização à luz do paradigma da complexidade: um estudo da trajetória de aprendizagem de graduandos em letras-inglês

This work aims to understand how the autonomization occurs in the learning trajectories of English undergraduate students, under the perspective of the complexity paradigm (LARSEN-FREEMAN, 1997; 2017; LARSEN-FREEMAN; CAMERON, 2008). Autonomy is considered a complex, dynamic and multidimensional phenomenon, developed along one‘s lifetime (FREIRE, 1996; [2006]; PAIVA, 2006; BENSON, 2013), subject to setbacks, stability, and advances. After a reflection about the existing models of autonomization in the literature (NUNAN 1997; SCHARLE; SZABÒ, 2000; BENSON, [2001]; 2011; TASSINARI, 2010; [2012]), this dissertation proposes a dynamic model of autonomy development as a complex phenomenon. The context of this research was the Faculdade de Letras Estrangeiras Modernas (FALEM) at the Universidade Federal do Pará (UFPA), located in Belém. This multiple case study (DORNYEI, 2007; YIN, 2010) was developed in a longitudinal way, applying analytical and retroactive movements, comprising the undergraduate period of time of four English major students. In the first semester of the course, four participants with elementary level of English were selected based on their narratives written in the course ―Learning to Learn Foreign Languages‖. Through these narratives, it was possible to perceive the initial conditions of their English learning in the academic context. Along the following semesters, when the participants studied five levels of English language at the university, learning diaries were collected in which they reflected about their own language learning. Finally, continuing the study of the trajectories, an interview was conducted in the last semester of the course with the aim of analyzing the manner in which the autonomization in the English learning contributed to empower students, enabling or not a more effective participation in the academic and professional community (VYGOTSKY, 1978; [1991]; OXFORD, 2003; MURRAY, 2017; NICOLAIDES, 2017). Among the results of this investigation, the multidimensional and personalized character of autonomization was evidenced, hence it happens in diverse ways to each student in different time scales and in different contexts. The influence of nested subsystems such as motivation, beliefs, identities, and emotions was verified, which contributed to enhance or inhibit the process in focus in the learners‘ trajectories.Este trabalho tem por objetivo compreender como se dá a autonomização na trajetória de aprendizagem de graduandos em Letras Inglês, sob a perspectiva do paradigma da complexidade (LARSEN-FREEMAN, 1997; 2017; LARSEN-FREEMAN, CAMERON, 2008). Considera-se que a autonomia é um fenômeno complexo, dinâmico e multidimensional construído ao longo da vida (FREIRE, 1996; [2006]; PAIVA, 2006; BENSON, 2013), sujeito a retrocessos, estabilidade e avanços. Após uma reflexão acerca dos modelos de autonomização existentes na literatura (NUNAN 1997; SCHARLE; SZABÒ, 2000; BENSON, [2001]; 2011; TASSINARI, 2010; [2012]), propõe-se nesta tese um modelo dinâmico de desenvolvimento da autonomia como um fenômeno complexo. O contexto desta pesquisa foi a Faculdade de Letras Estrangeiras Modernas (FALEM) da Universidade Federal do Pará (UFPA), localizada em Belém. Este estudo de casos múltiplos (DORNYEI, 2007; YIN, 2010) foi desenvolvido de forma longitudinal, empregando movimentos analíticos retroativos, englobando o percurso da graduação de quatro aprendentes de Letras-Inglês. No primeiro semestre do curso, quatro participantes com nível elementar de inglês foram selecionados por meio de suas narrativas escritas na disciplina ―Aprender a Aprender LE‖, por meio das quais se observou as condições iniciais da sua aprendizagem de inglês no contexto universitário. Nos semestres seguintes, em que cursaram os cinco níveis de Língua Inglesa, foram gerados diários de aprendizagem nos quais os participantes refletiram sobre a própria aprendizagem de línguas. Dando continuidade ao estudo das trajetórias, foi realizada uma entrevista no último semestre do curso no intuito de verificar de que forma a autonomização no estudo de inglês contribuiu para empoderar os aprendentes, possibilitando ou não uma participação mais efetiva desses na comunidade acadêmica e profissional (VYGOTSKY, 1978; [1991]; OXORFD, 2003; MURRAY, 2017; NICOLAIDES, 2017). Dentre os resultados desta investigação, evidenciou-se o caráter multidimensional e personalizado da autonomização, a qual aconteceu de forma diversa para cada participante em diferentes escalas de tempo e diferentes espaços. Verificou-se também a influência de diversos subsistemas aninhados como motivação, crenças, identidades e emoções, os quais contribuíram, ao longo da trajetória dos participantes, para fomentar ou para inibir o processo em foco.UFPA - Universidade Federal do Par

The Language Teacher Identity Formation

Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity