Applicative constructions in Panará

O objetivo desse artigo é analisar a incorporação de posposições (Baker 1988) no verbo da língua Panará (família Jê, tronco Macro-Jê) para formar construções aplicativas (Nakamura 1997). O foco da análise são as construções com posposições incorporadas, que mantêm uma cópia foneticamente realizada. Esta análise é baseada na proposta de Nunes (1999, 2001), de acordo com a qual a realização fonética do vestígio da posposição incorporada não compromete a linearização da estrutura, porque a posposição e o verbo hospedeiro podem ser analisados como uma palavra no componente fonológico.The aim of this paper is to analyze the postposition incorporation (Baker 1988) into the verb of the Panará language (Jê family, Macro-Jê stock) to form applicative constructions (Nakamura 1997). The focus are the constructions with incoporated postposition for which a phonetic copy is kept. This analysis is supported by the proposal of Nunes (1999, 2001) according to which the phonetic realization of the trace of the incorporated postposition does not compromise the linearization of the structure because the postposition and the host verb can be analyzed as one word in the phonogical component

Construções causativas em Paraná

Construções causativas em Panará (Jê) são bi-oracionais, com a oração-complemento encaixada à oração matriz, portanto, trata-se de causativas sintáticas (Comrie 1989). A oração matriz e a encaixada compartilham alguns dos seus argumentos, fato que se reflete no sistema de concordância verbal, configurando o que Lehman (1990) chama de entrelaçamento (interlace)

O avanço de Oblíquos em Panará

O objetivo desta comunicação é mostrar que, em Panará, certas posposições, ao se incorporarem ao núcleo verbal para formar construções aplicativas, não provocam, aparentemente, qualquer mudança nas relações gramaticais entre o verbo e os seus argumentos. Estratégias de relativização (Keenan & Comrie 1977), no entanto, demonstram que o objeto da posposição incorporada é promovido a objeto direto (Perlmutter & Postal 1974). Tais termos compõem uma série distinta dos termos básicos de referência e vocativos. Demonstram um requinte lógico, preenchendo uma lacuna semântica que falta em línguas como inglês ou português. Manifestam noções de geometria (ou etno-matemática), demonstrando, no caso Me)bengôkre, a sofisticação d

Classe hospitalar : implicações e contribuições dos recursos lúdicos na prática pedagógica

Monografia (graduação)—Universidade de Brasília, Faculdade de Educação, 2013.A educação e o lúdico associado à saúde permitem que a criança hospitalizada tenha acesso à escolarização e a infância. O presente trabalho tem por objetivo central analisar como os recursos lúdicos são utilizados nas atividades e práticas pedagógicas realizadas em uma classe hospitalar localizada no Distrito Federal. A parte empírica da pesquisa está fundamentada no método qualitativo de cunho etnográfico baseado em observações e em uma entrevista narrativa semiestruturada realizada com a professora responsável pelo atendimento pedagógico do hospital. As análises dos dados evidenciaram principalmente que a educação no hospital pode se configurar em ações lúdicas cotidianas que inserem o jogo, o brincar, o brinquedo e a brincadeira em um processo de escolarização e saúde. Constatou-se também que no hospital existem desafios e especificidades a serem considerados no acompanhamento educacional oferecido e que o processo também é definido pela participação ativa da criança, da equipe clínica, e dos pais ou acompanhastes. Conclui-se que a escuta, o olhar e a atuação do pedagogo nesse ambiente peculiar de vida permite a criação de espaços para as vivências da educação e da infância, bem como para o exercício da subjetividade, imaginação e cidadania. A utilização dos recursos lúdicos pelo pedagogo no hospital podem favorecer os processos de ensino e aprendizagem e promover a continuidade do desenvolvimento infantil. Assim, a pedagogia no hospital é capaz de construir caminhos para a promoção de culturas de valorização do lúdico e do trabalho pedagógico. ______________________________________________________________________________ ABSTRACTEducation and playful associated to health allow the child in hospital to have access to schooling and childhood. The present work aims to analyze how the recreational resources are used in the activities and pedagogical practices carried out in a class hospital located in the Federal District. The empirical part of the research is based on the qualitative ethnographic method based on observations and semi-structured narrative interviews held with the teacher responsible for teaching hospital care. The analyses mainly showed that education in the hospital can be configured in playful daily actions that insert the game, play, toy and joke in a process of education and health. It was also noted that in the hospital there are challenges and specificities to consider about the educational monitoring offered and that the process is also defined by the active participation of the child, the clinical staff, and the parents or accompanying people. We believe that the listening, the look and the performance of the teacher in this peculiar life environment allow the creation of spaces for the experiences of education and childhood, as well as for the exercise of subjectivity, imagination and citizenship. The use of recreational resources by the educator at the hospital may favor the processes of teaching and learning and promote the continuity of child development. Thus, the pedagogy in the hospital is able to construct paths for the promotion of appreciation of playful culture and pedagogical work

Analgesic efficacy of ketorolac associated with a tramadol/acetaminophen combination after third molar surgery - a randomized, triple-blind clinical trial

This study compared the efficacy of ketorolac alone versus its combination with tramadol/acetaminophen for pain control after mandibular third molar surgery. A randomized, triple-blind clinical trial was carried out with 52 patients divided into 2 groups: Group K+T+A (1 tablet of Ketorolac 10 mg plus and 1 capsule of Tramadol 37.5 mg/acetaminophen 325 mg) and Group K (1 tablet of Ketorolac 10 mg plus and 1 placebo capsule). The treatments were given 1 h before the surgery and was repeated 4 times per day, for 48 h. The difference in postoperative pain was assessed by 4 primary end-points: pain intensity (VAS 100mm, for 48 h), rescue medication, overall assessment and adverse effects. Significant differences in pain intensity were observed in the different times (p<0.05). The comparison of groups in each time showed significant differences only of 9 h, with lower level of pain intensity for group K+T+A (p = 0.005). The need of analgesics was higher in Group K (p<0.001), the need of antiemetic were greater in Group K+T+A (p<0.0001). No significant difference between groups were observed in overall assessment. The adverse effects was higher in Group K+T+A. The current study showed that both ketorolac and the combination of ketorolac plus tramadol/acetaminophen showed good control of pain after the extraction of the lower third molars. Although the combination group showed lower pain at 9 h, the difference is small and not clinically relevant

Evaluation of demands of inclusion, exclusion and alteration of technologies in the Brazilian Health System submitted to the National Committee on Technology Incorporation

The steady increase in the number of health technologies and advances in associated research generate management challenges in the choice of technologies to be made available to the public. From 2011, the process of inclusion, exclusion and alteration of technologies to the Brazilian Unified Health System (SUS) has undergone major transformations, such as the creation of the National Committee on Technology Incorporation (CONITEC). This study analyzed the decisions of CONITEC since its inception until July 2015. The analyzed variables were: type of technology, reason for application, name of the technology, indication, claimant and CONITEC decision status. We found that the Government was the main claimant, accounting for 58.1% of the 420 cases. The most frequent request was inclusion (93.8%) and the technology type was medicine (61.4%). Of the incorporated medicines, the classes of antineoplastic/immunomodulatory were the most frequent (39.47%). Society's desire for inclusion of an increasing amount of health technology contrasts with the limited resources available to management, which causes budget concerns. Using Health Technology Assessment (HTA), advances resulting from these innovations in the process were highlighted, and challenges were identified for the management and the academic community