O ensino-aprendizagem de língua portuguesa na educação do campo em Manaus sob a perspectiva da Ecolinguística

Este artigo trata do ensino-aprendizagem de língua portuguesa na educação do campo em Manaus sob a perspectiva da ecolinguística. A pesquisa foi baseada no paradigma qualitativo de cunho etnográfico, utilizando o estudo de caso. Os contextos de realização da pesquisa foram duas escolas da zona rural do município de Manaus, tendo como participantes quatro professores do componente curricular de língua portuguesa do ensino fundamental I e II. Os instrumentos de geração de dados selecionados foram questionários, entrevistas e observação em sala de aula. Os resultados apontaram que as políticas públicas não contemplam efetivamente o ensino-aprendizagem de língua portuguesa na realidade do campo. Evidenciaram-se dificuldades nas práticas docentes desse ensino que estejam de acordo com a realidade rural por falta de formação adequada dos professores, de estratégias e projetos que respeitem as particularidades locais, além do material didático que só contempla a educação urbana, e não reconhece a realidade rural

O livro didático de inglês adotado no centro de línguas da UFAM: um estudo de caso

Resumo: O presente artigo apresenta uma pesquisa que teve como objetivo geral investigar aspectos referentes ao livro didático adotado no ensino-aprendizagem de inglês no Projeto Centro de Estudos de Línguas (CEL) da Universidade Federal do Amazonas (UFAM). Os participantes foram 8 discentes do Curso de Letras – Língua e Literatura Inglesa da UFAM que ministraram aulas de inglês no Projeto CEL no 2° semestre de 2019. Em geral, os resultados apontaram que o livro didático em foco foi considerado amigável para ser adotado com alunos iniciantes. Além disso, mostrou-se interessante a criação de um material de apoio que utilize a cultura regional amazônica em seu componente cultural. Palavras-chave: Ensino-aprendizagem de inglês. Livro didático. Projeto CEL.

Determinants of HIV late presentation among men who have sex with men in Portugal (2014–2019): who’s being left behind?

Introduction: HIV late presentation (LP) remains excessive in Europe. We aimed to analyze the factors associated with late presentation in the MSM population newly diagnosed with HIV in Portugal between 2014 and 2019. Methods: We included 391 newly HIV-1 diagnosed Men who have Sex with Men (MSM), from the BESTHOPE project, in 17 countrywide Portuguese hospitals. The data included clinical and socio-behavioral questionnaires and the viral genomic sequence obtained in the drug resistance test before starting antiretrovirals (ARVs). HIV-1 subtypes and epidemiological surveillance mutations were determined using different bioinformatics tools. Logistic regression was used to estimate the association between predictor variables and late presentation (LP). Results: The median age was 31 years, 51% had a current income between 501-1,000 euros, 28% were migrants. 21% had never been tested for HIV before diagnosis, with 42.3% of MSM presenting LP. 60% were infected with subtype B strains. In the multivariate regression, increased age at diagnosis, higher income, lower frequency of screening, STI ever diagnosed and higher viral load were associated with LP. Conclusion: Our study suggests that specific subgroups of the MSM population, such older MSM, with higher income and lower HIV testing frequency, are not being targeted by community and clinical screening services. Overall, targeted public health measures should be strengthened toward these subgroups, through strengthened primary care testing, expanded access to PrEP, information and promotion of HIV self-testing and more inclusive and accessible health services.info:eu-repo/semantics/publishedVersio

HIV-1-Transmitted Drug Resistance and Transmission Clusters in Newly Diagnosed Patients in Portugal Between 2014 and 2019

Objective: To describe and analyze transmitted drug resistance (TDR) between 2014 and 2019 in newly infected patients with HIV-1 in Portugal and to characterize its transmission networks. Methods: Clinical, socioepidemiological, and risk behavior data were collected from 820 newly diagnosed patients in Portugal between September 2014 and December 2019. The sequences obtained from drug resistance testing were used for subtyping, TDR determination, and transmission cluster (TC) analyses. Results: In Portugal, the overall prevalence of TDR between 2014 and 2019 was 11.0%. TDR presented a decreasing trend from 16.7% in 2014 to 9.2% in 2016 (p for-trend = 0.114). Multivariate analysis indicated that TDR was significantly associated with transmission route (MSM presented a lower probability of presenting TDR when compared to heterosexual contact) and with subtype (subtype C presented significantly more TDR when compared to subtype B). TC analysis corroborated that the heterosexual risk group presented a higher proportion of TDR in TCs when compared to MSMs. Among subtype A1, TDR reached 16.6% in heterosexuals, followed by 14.2% in patients infected with subtype B and 9.4% in patients infected with subtype G. Conclusion: Our molecular epidemiology approach indicates that the HIV-1 epidemic in Portugal is changing among risk group populations, with heterosexuals showing increasing levels of HIV-1 transmission and TDR. Prevention measures for this subpopulation should be reinforced.info:eu-repo/semantics/publishedVersio

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Discurso, identidade e agentividade de professores de L2 no PARFOR/AM: um estudo à luz do letramento crítico (LC)

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Linguística, Florianópolis, 2014.Este trabalho teve como objetivo geral investigar a formação de professores-alunos do curso de segunda Licenciatura em Língua/Literatura Estrangeira ? Inglês do Plano Nacional de Formação dos Professores da Educação Básica (PARFOR), no interior do Estado do Amazonas à luz do letramento crítico, levando-se em consideração seu discurso em relação ao ensino-aprendizagem de inglês, nesse contexto. Como objetivos específicos, buscou-se depreender e analisar as valorações e traços identitários do discurso dos participantes em relação ao ensino-aprendizagem de inglês no contexto em questão; depreender e analisar valorações e traços identitários de sua formação e atuação profissional; analisar o possível potencial de transformação da formação proposta pelo curso do PARFOR; e avaliar a necessidade de mudanças nessa formação para que ela possa evidenciar mais efetivamente seu papel transformador. O aporte teórico foi ancorado nos pressupostos do letramento crítico (KLEIMAN, 1995; McLAREN, 1988; MENEZES DE SOUZA, 2011; ROCHA, 2012; 2013; ROJO, 2000; 2009; 2012; STREET, 1984, 1995; 2003a; 2003b), discurso (FAIRCLOUGH, 1992/2001; 2003; 2008; GEE, 1990/1996; 1990/2008; 1998; 2005), identidade (GIMENEZ, 2005; HALL, 1996/2000; 1997/2003; MOITA LOPES, 2002; RAJAGOPALAN, 2003) e agência (BALTAR, 2009; 2010; MONTE MÓR, 2012; 2013). Os procedimentos metodológicos foram baseados no paradigma qualitativo (CELANI, 2005; DENZIN; LINCOLN, 2006; ANDRÉ, 2005), à luz dos pressupostos da pesquisa-ação (EL ANDALOUSSI, 2004; THIOLLENT, 2011). O contexto foi um curso de segunda Licenciatura em Língua/Literatura Estrangeira - Inglês oferecido pela Universidade Federal do Amazonas (UFAM), no interior do Estado e os participantes, 20 professores-alunos do curso. Foram utilizados como instrumentos, questionário de perfil e investigativos, entrevista norteada por roteiro semiestruturado, roda de conversa, relatório de estágio e memorial reflexivo, e diário de campo. Os resultados apontaram que a formação vivenciada no curso do PARFOR se demonstrou um espaço que provocou mudanças no discurso dos participantes em relação ao ensino-aprendizagem de inglês e o fortalecimento de sua identidade profissional. Além disso, possivelmente, promoveu transformações em sua prática docente. Ao final do trabalho, são propostos encaminhamentos que incluem, entre outros, a realização de encontro de formação continuada com vistas à formação de professores de inglês como agentes de letramento crítico.Abstract : This work had as its main objective to investigate the development of pre-service teachers of a second major in English as a Foreign Language/Literature within the National Elementary Teacher Development Program PARFOR, in the state of Amazonas using the theoretical framework of critical literacy, taking into consideration their discourse regarding the teaching and learning of English, in the context described. The specific objectives were: to discover and analyze the valorations and discourse identitary features from the participants in relation to the teaching-learning of English in such context; to discover and analyze the valorations and identitary features of their discourse about the development and their professional development and to analyze the possible transformational powerof the development proposed by the course; and assess the need for changes in this development so that it can more effectively demonstrate its transformative role. The theoretical framework was anchored on critical literacy assumptions (KLEIMAN, 1995; McLAREN, 1988; MENEZES DE SOUZA, 2011; ROCHA, 2012; 2013; ROJO, 2000; 2009; 2012; STREET, 1984, 1995; 2003a; 2003b), discourse analysis(FAIRCLOUGH, 1992/2001; 2003; 2008; GEE, 1990/1996; 1990/2008; 1998; 2005), identity (GIMENEZ, 2005; HALL, 1996/2000; 1997/2003; MOITA LOPES, 2002; RAJAGOPALAN, 2003) and agency (BALTAR, 2009; 2010; MONTE MÓR, 2012; 2013). The methodological procedures were based on the qualitative paradigm (CELANI, 2005; DENZIN; LINCOLN, 2006; ANDRÉ, 2005), according to the action research theory (EL ANDALOUSSI, 2004; THIOLLENT, 2011). The context was a second major course in English as a Foreign Language/Literature, offered by the Federal University of Amazonas (UFAM), in the Amazonas state and the participants were 20 pre-service teachers of the course. The research tools were profiling and investigative questionnaires, guided interview using a semi-structured guideline, chat gatherings, practicum report, reflective and memorial logs, and field journal. Results showed that the development experienced in the PARFOR course was a space that triggered changes in the participants? discourse in relation to the teaching-learning of English and the strengthening of their professional identity. Furthermore, it also possibly promoted changes in their teaching practices. At the end of the work, proposals are put forward and include, among other suggestions, the implementation of meetings of continuing development with the objective of developing English teachers as critical literacy agents

As inserções tecnológicas nas aulas de Inglês durante o isolamento social de Covid 19: as implicações no papel do professor: IMPLICATIONS ON THE TEACHER'S ROLE

This article, located in the field of Applied Linguistics with an emphasis on teacher training, has as its general objective to investigate the insertion of technology in remote classes during the period of social isolation of Covid 19, Corona Virus Disease 2019 (YUEN et al., 2020), and as specific to demonstrate the technological implications in the role of the teacher. The theoretical framework adopted to support the role of the teacher is Widdowson (1990), and for the insertion of technology in remote classes during the period of social isolation Grossi (2020), Denardi, Marcos & Stankoski (2021) and Santos (2020). The article is part of a qualitative approach (CHIZZOTTI, 2003; DÖRNYEI, 2007), has a descriptive and exploratory character, as well as an intrinsic case study (STAKE, 1998) as a methodology. To this end, questionnaires that are part of the researcher's master's dissertation were used as research instruments, which are, profile and investigative questionnaires (CHIZZOTTI, 1991; GIL, 2002). The context of the research is the public school from the state education network in the City of Manaus, in the Amazon State. The results revealed that, even in a world whose access to smartphones is increasingly easier, it is not possible to ensure that every student in the public education has their own device and that it is unfair to demand this from the student when the public schools themselves are not prepared in a matter of infrastructure to meet the purpose of digital education. Key words: Teacher role. Covid 19 Pandemic. Technologies.Este artigo teve como objetivos investigar a inserção da tecnologia nas aulas remotas durante o período de isolamento social de Covid 19 e demonstrar as implicações tecnológicas no papel do professor. O referencial teórico adotado para embasar o papel do professor foi Gramsci (2004) e para a inserção da tecnologia nas aulas remotas Grossi (2021). O artigo está inserido na abordagem qualitativa, tem caráter descritivo e exploratório. A metodologia foi um estudo de caso (Stake, 1998). Como instrumentos de pesquisa utilizou questionários de perfil e investigativo que fazem parte da dissertação de mestrado das pesquisadoras, além de análise documental e pesquisa bibliográfica. O contexto da pesquisa foi a escola pública da rede estadual de ensino de Manaus-AM. Os resultados apontaram que não é possível garantir que cada aluno da rede pública possua um aparelho próprio e que é injusto exigir isso deles quando as próprias escolas públicas não estão preparadas em questão de infraestrutura para atender a finalidade da educação digital, impossibilitando o professor de exercer seu papel como mediador e promotor de letramentos digitais

Characterization of a large cluster of HIV-1 A1 infections detected in Portugal and connected to several Western European countries

HIV-1 subtypes associate with differences in transmission and disease progression. Thus, the existence of geographic hotspots of subtype diversity deepens the complexity of HIV-1/AIDS control. The already high subtype diversity in Portugal seems to be increasing due to infections with sub-subtype A1 virus. We performed phylogenetic analysis of 65 A1 sequences newly obtained from 14 Portuguese hospitals and 425 closely related database sequences. 80% of the A1 Portuguese isolates gathered in a main phylogenetic clade (MA1). Six transmission clusters were identified in MA1, encompassing isolates from Portugal, Spain, France, and United Kingdom. The most common transmission route identified was men who have sex with men. The origin of the MA1 was linked to Greece, with the first introduction to Portugal dating back to 1996 (95% HPD: 1993.6-1999.2). Individuals infected with MA1 virus revealed lower viral loads and higher CD4+ T-cell counts in comparison with those infected by subtype B. The expanding A1 clusters in Portugal are connected to other European countries and share a recent common ancestor with the Greek A1 outbreak. The recent expansion of this HIV-1 subtype might be related to a slower disease progression leading to a population level delay in its diagnostic.Supported by FEDER, COMPETE, and FCT by the projects NORTE-01-0145-FEDER-000013, POCI-01-0145-FEDER-007038 and IF/00474/2014; FCT PhD scholarship PDE/BDE/113599/2015; FCT contract FCT IF/00474/2014; European Funds through grant BEST HOPE (project funded through HIVERA, grant 249697) and by FCT PTDC/DTP-EPI/7066/2014. Global Health and Tropical Medicine Center are funded through FCT (UID/Multi/04413/2013). We would like to acknowledge all the patients and health care professionals from the Portuguese hospitals that contributed in some way to this study