Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Compreendemos que a multimodalidade está presente nos contextos sociais, culturais, tecnológicos das crianças e que, por isso, carece ser explorada na sala de aula, para isso, é preciso que os professores apropriem-se desse conhecimento para aplicá-lo em suas aulas. O presente estudo busca investigar as concepções e os saberes dos professores dos anos iniciais acerca da multimodalidade. É uma pesquisa, de cunho qualitativo na qual utilizamos, como instrumentos de geração de dados, a aplicação de questionários aos professores para avaliar as suas percepções e conhecimentos no que diz respeito à multimodalidade, refletindo se o estudo de gêneros multimodais esteve ou está presente na sua formação inicial e continuada. Para pautar o nosso estudo, consideramos pertinentes as pesquisas de Ribeiro (2013), Bombine (2019) e Garcia (2018). Como resultados exordiais, mediante a aplicação dos questionários, nos quais os professores foram instigados a fazer uma autoavaliação dos saberes concernentes à presença do estudo da multimodalidade na sua formação inicial e continuada, percebemos que a maioria dos professores desconhece o tema, visto que, respondeu que esse tema não foi  estudado nos processos formativos dos docentes, consequentemente, passa a não ser um objeto de conhecimento explorado no processo de ensino e aprendizagem nos ciclos de alfabetização.

Leishmaniases considered NTDs are among the six most important infectious diseases according to WHO, they are serious diseases that can lead to death. The high risk of leishmaniasis is associated with the lack of sewage, water supply and garbage collection services, portraying precarious living conditions. Given the epidemiological importance and the high numbers of cases and mortality in the country, this study aimed to analyze the epidemiological characteristics and the spatial and spatiotemporal distribution of VL and ATL cases in Alagoas. A descriptive ecological study was developed between 2010-2019, having as unit of analysis all municipalities with confirmed cases of VL and ATL in Alagoas. Data referring to confirmed cases of VL and ATL were obtained from SINAN and population data from IBGE. The following variables were used: confirmed cases, age group, sex and education. The data analyzed indicate that the cases are distributed throughout the state, with spatial heterogeneity for VL and LTA, and mainly affect men and those with less education. Children from 01 to 09 years old are more affected by VL and for ATL we observe adults between 20 and 39 years old, thus, it is important to implement health education, aimed at combating the occurrence of the disease in these areas, which probably occur due to the lack of knowledge about affected population, on ways to prevent and contract the disease.

Chikungunya is an arbovirus caused by the chikungunya virus (CHIKV), and its transmission to humans occurs by mosquitoes of the genus Aedes (mainly Aedes aegypti and Aedes albopictus). Thus, the aim of this study was to analyze the spatial and spatiotemporal dynamics of chikungunya fever cases in the state of Alagoas, Brazil, between the years 2017 to 2020. This is an ecological study of spatiotemporal series with descriptive and analytical methods that aimed to analyze the evolutionary aspects of chikungunya cases. During the study period, 3,979 cases were verified, with females accounting for 59.9% (n = 2,383), while males accounted for 40.0% (n = 1,592). The age groups from 20 to 39 and from 40 to 59 years according to the highest percentages of 5.3% (n = 1.403) and 26.0% (n = 1.033) of notification. In the state, two high-risk clusters were identified, both statistically determined. The primary cluster corresponds to an annual prevalence rate of 2,017.4 (RR = 11.70; p-value = <0.001) and the secondary cluster to an annual prevalence rate of 43.2 (RR = 1.52; p - value = <0.001). This work is an instrument of knowledge and information for health professionals and the local population about the cases of Chikungunya in the state of Alagoas. Thus, the entry of this arbovirus in a country that is already endemic for dengue, such as Brazil, can result in a collapse in health services during periods of simultaneous epidemics. 

This article has succintly demonstrated how hate speech poses a serious threat to today´s society, as it denies humanity´s achievements arising from the Universal Declaration of Human Rights (UM, 1948) that laid the foundations for a new society that it had to emerge from the rubble of the destruction of World War II (1939-1045). Then I discuss the importance that the school has in promoting these achievements, since its space is focused on both dialogicity (FREIRE, 1966) and dialectics (MARX; ENGELS, 2001). Thus, through a daily formative relationship, all groups that are parto f the school enjoy this humanization process that is built through a series of relationships with an emphasis on the effective basic principles of the UDHR (UN, 1948) that theoretical-methodological approach used to analyze the finding of this research was the Archaeological Disciurse Analysis (AAD), by Michel Foucault (2015). And, it was through the assumptions of this approach that I investigated hate speech in Brazilian society . In which, based on the operative assumption, I could find seven enunciative series that are then communicated through their descriptive-analysis, which in this way help society to see and better understand how the modus operandi of this type of discourse takes place.

The present article is an excerpt from a course completion research and has the aims to analyze, through a bibliographic review, scientific works that approach inclusion related to English language teaching. As corpus of analysis was performed a search on scientific base platforms, such as the  theses’s catalog and CAPES’s dissertations and Academic Google, in them we research results of work about the theme. The research begin from premise that the English language is currently considered as the most spoken language worldwide. However, it is known that the theme about inclusion of the students with disabilities is still little commented, in addition to several limits in relation to the training of professionals to meet such demand. Therefore, the importance of this research is justified by verifying the relationship between the inclusion theme and  English language teaching, because even Brazil has legislation that ensure inclusion in school and educational processes, it was important to verify in the publications its relations on the inclusion associated with English language teaching. The data survey was made in December 2020 to January 2021. The study is qualitative and anchor in the content analysis by Bardin (1977). In conclusion, it can be seen that the results evidenced gaps in the context of research around English language teaching and its relations with inclusion, so it is necessary a broader debate and reflections about the subject.

Esse artigo apresenta um estudo sobre três práticas performativas vivenciadas por crianças da Educação Infantil e tem como objetivo refletir sobre as experiências das crianças alagoanas com a cultura popular expressas nas brincadeiras populares Cambindas, Negas da Costa e Guerreiro Alagoano. A investigação consistiu numa pesquisa de campo, qualitativa e participante com inspiração etnográfica, por meio da proposição das práticas das brincadeiras populares com brincantes da cultura popular, professoras e crianças da educação infantil de três cidades alagoanas. Resultou na vivência das práticas dessas brincadeiras populares pelas crianças que ao conviverem com os brincantes e os mestres da cultura popular dos lugares, aprenderam, empoderam-se e transformaram suas salas de aulas em espaços de interações e brincadeiras interculturais e desfolclorizantes.

The aim of this study was to investigate the potential of using Calotropis procera leaves in vitro and in vivo to control of Meloidogyne incognita race 2 in tomato (Solanum lycopersicum). In vitro tests consisted of evaluating the effect of the aqueous extract of leaves of C. procera (5 and 10%) on the hatching and mortality of juveniles of second stage considering the residence time of the J2 in the extract for 24 and 48 hours. In vivo tests consisted of evaluating the application of the extract to the soil and the incorporation of fresh leaves of C. procera (50 and 100 g/kg of soil) in pots with soil infested with M. incognita to control the nematode. After 48 hours, the 10% aqueous extract caused greater inhibition of hatching and mortality of J2. Results of in vivo tests demonstrated that the application of the aqueous extract to the infested soil caused a reduction in the number of galls, number of eggs masses, number of eggs and the reproduction factor of de M. incognita in tomato, and the incorporation of fresh leaves of C. procera into the soil promoted the eradication of M. incognita race 2.

            O segundo dossiê temático “Relatos de Experiências no Âmbito do PIBID e PRP” do Diversitas Journal traz à baila reflexões sobre as experiências de práticas pedagógicas vivenciadas por discentes dos cursos de licenciaturas, professores da educação básica e de Instituições de Ensino Superior (IES).             Os relatos aqui apresentados foram realizados no cronotopo da pandemia Covid-19, e demonstram abertura para ações criativas mesmo que os sujeitos tenham assumido o chão da escola por trás de uma tela fria de celular e/ou computador.             Saberes necessários às práticas pedagógicas foram ressignificados de forma emergencial a partir da apreensão de uma realidade que exigiu tomada de decisão, disponibilidade para o diálogo e esperança. As narrativas dos diferentes autores e coautores refletem uma variabilidade de fazeres críticos, estéticos e éticos que contribuíram para o entendimento de que nunca foi tão fácil, parafraseando Paulo Freire, compreender que ensinar é uma especificidade humana.             O referido Dossiê se organiza em dois blocos. No primeiro bloco, aglutinam-se dez relatos de experiências vivenciados no Programa de Residência Pedagógica (PRP). No segundo bloco, reúnem-se treze trabalhos que tematizam as experiências no âmbito do Programa Institucional de Bolsa de Iniciação a Docência (PIBID). Os relatos, que compõem os referidos blocos, abordam distintas perspectivas (teórica, histórica, política, metodológica, pedagógica, didática) e a partir de diferentes olhares.             Os relatos de experiências do PRP abordam diferentes objetos de reflexão, entre eles: formação de professores; impactos na aprendizagem; uso de ferramentas digitais; ensino e documentos históricos; desafios e vivencias na pandemia da Covid-19; adversidades no ensino; rubricas na avaliação; e o papel da família na aprendizagem dos discentes. Essas experiências foram desenvolvidas em diferentes contextos da educação básica e diferentes componentes curriculares (História, Geografia, Matemática, Química, entre outros).              Os resultados dos referidos relatos, sobre as experiências no PRP, de forma geral,  indicam que: 1) o PRP possibilitou a imersão docente no contexto escolar, mesmo em formato remoto; 2) as rubricas, como ferramentas avaliativas, são eficientes instrumentos no que se refere à observação do desempenho dos estudantes; 3)  o ensino nas escolas públicas ainda reproduzem a didática tradicional,  baseada no conteúdo e na transmissão de conceitos, o que permeou uma intensa "atmosfera de desmotivação" na sala de aula; 4) o dialogo universidade-escola proporcionou uma inclusão de qualidade, pois garantiu que as necessidades  cognitivas dos alunos fossem atendidas; 5) o PRP contribuiu com a melhoria na prática docente-administrativa do residente e na relação aluno/professor; 6) a didática do ensino de História ocupa lugar importância para abordar os assuntos sobre os Direitos Humanos e a ditaduras militares na América Latina; 7)  a influência da família afeta diretamente no processo de desenvolvimento escolar dos alunos.             Os relatos de experiências do PIBID abordam diferentes temáticas, entre elas: formação docente; racismo estrutural na literatura brasileira; sequencias didáticas; pedagogia decolonial; práticas de leitura na infância; comunidades quilombolas; gêneros textuais; discurso político; e ferramentas digitais. Essas experiências foram desenvolvidas em diferentes etapas e modalidades da educação básica.             Concluindo o último bloco e o dossiê, os resultados das experiências no âmbito do PIBID, de forma geral, mostram que:   1) as ferramentas pedagógicas e tecnológicas utilizadas no ensino remoto foram indispensáveis para sobrepor os obstáculos da educação básica; 2) a raiva e o medo foram os principais sentimentos adquiridos durante a pandemia; 3) é preciso compreender os sujeitos em seus respectivos contextos históricos, ler o mundo e dar sentido a “Educação Libertadora”; 4) o PIBID permitiu articular a teoria pedagógica com a prática docente e vivenciar experiências e desafios dos profissionais; 5) há nos espaços educativos  a necessidade de uma pedagogia decolonial nas aulas de línguas; 6) as experiências do PIBID contribuíram tanto para a aprendizagem dos estudantes de EJAI (Educação de Jovens, Adultos e Idosos) quanto para a ampliação e mudanças no processo de formação docente em relação ao uso das tecnologias digitais e de comunicação (TDICs); 7) os alunos se apropriaram do domínio de origem das competências exigidas pelo ENEM; 8) a necessidade de se (re)conhecer as especificidades e a vulnerabilidade social desses/as estudantes, o que impõe a constatação de uma privação coletiva do acesso e uso das plataformas virtuais.             Convidamos o(a)s leitore(a)s ao diálogo e a reflexões sobre os temas abordados nos relatos de experiências reunidos neste dossiê!

The way in which the literary text has reached the classroom has been a challenge when it comes to the school education of the literary reader. Often times, the teaching of literature ends up being restricted to a more categorizing dimension, leaving effective contact with the literary in the background. In an attempt to contribute to the deconstruction of this paradigm, the present study aims to present a pedagogical experience developed with the book Morte e Vida Severina, by João Cabral de Melo Neto, in a high school class of a private school in Maceió-AL, having as teaching methodology the perspective of the game with the literary text. The theoretical-methodological basis from which we start is subdivided into three blocks: the issue of literary literacy in a social perspective (COSSON, 2016, 2014, 2020); the concept of transgression of text meanings (ISER, 2013) and the dialogical, concrete and living understanding of the language/language, as well as the notion of active responsive understanding (BAKHTIN, 2011; VOLÓCHINOV, 2017), of responsible act (BAKHTIN, 2012) and dialogic relationship (BAKHTIN, 2011). Within a qualitative/interpretivist methodology, the analyzes of the classroom experience indicate that the game with the text made it possible for the constructed meanings to transgress the meanings of the texts and encompass the realities experienced by the students. In this way, there was an approximation between students and literary art and, consequently, a rupture with the naturalized idea that studying literature is restricted to memorizing dates, characteristics and authors' names and their respective scholastic divisions.  

The health indicators - morbidity and mortality - from cancer point to an exponential growth, configuring a public health problem that must be investigated. The objective was to identify and correlate the morbidity and mortality of Malignant Neoplasms of the Gastrointestinal Tract in a microregion of Curimatau, Paraíbano Ocidental. A documentary research was carried out with sampling of a microregion of Curimatau Paraíbano Ocidental, using DataSUS, with the research divided into three stages: collection of sociodemographic data, stratification of morbidity and mortality by NMTGI and analysis of the correlation coefficient according to Pearson. When observing the demographic censuses, it is clear that there was a population growth and as this occurs, the per capita income increases, while the percentage of people with low income decreases, equivalent to a negative correlation (-0.994). Regarding morbidity and mortality from NMTGI, the definitions of neoplasms show convergent evolutions, represented by positive correlations (≥0.80; p<0.01), on the other hand, when the morbidity and mortality of different cancers are correlated from the TGI, negative correlations are observed (≥-0.80; p>0.05), however both correlations show a shared variance of up to 83% between the NMs. Thus, it is speculated that there are predisposing factors such as risk, environmental, genetic or social factors that contribute to the emergence of MN, requiring in-depth research on these causal factors.