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

To analyze the perceptions of pregnant women about their feelings with the diagnosis of COVID-19 and the assistance received in prenatal care during the pandemic. Evaluative research with qualitative approach. The study population consisted of all pregnant women notified in the municipality of Vitória (ES), in the study period, who had a positive result for COVID-19. Data analysis was based on the Bardin technique. 15 women participated in the study. The categories that emerged from the reports of the research participants were: "feelings when receiving the diagnosis of the disease", "perceptions about the care of the health team", "perceptions about the guidelines regarding the prevention of COVID-19 during the prenatal care". It was possible to understand some feelings and concerns that many pregnant women felt during the pandemic. The importance of carrying out guidelines and providing quality care for better coping with the disease was observed.

This article presents an investigation with Physics undergraduates from a University in the Western region of Paraná. The investigation aims to interpret and reflect on the participants' perceptions related to the inclusion of visually impaired students. As a phenomenological question, the query formulated is: what does the School Inclusion of students with visual impairment mean for Physics undergraduates? The data collection occurred with Google Forms. Future teachers were invited through social media; four undergraduate physics students participated. The corpus was analyzed using the methodology of Discursive Textual Analysis - DTA. The results indicate that, for the effectiveness of inclusion, it is necessary to raise awareness; the participants emphasize that it is possible to promote it even with more abstract content, such as Physics. Inclusion is part of being a teacher; the undergraduates highlight different definitions of school inclusion of students with visual impairment.

The paper investigates how Vygotsky's cultural-historical theory has been explored in current research on science teaching for basic education in Brazil. An integrative review of articles published between 2010 and 2020 in SciELO library was carried out, resulting from the search through tertiary combination of the keywords: "Vygotsky"; "Teaching"; "Science" and the Boolean operator and. A total of 16 articles were identified, among which five met the inclusion criteria. The works use the contributions of the cultural-historical theory as a theoretical-methodological foundation, contributing to the critical and reflective quality in science education, giving way to the emergence of tensions and contradictions in classroom, whose dialectical syntheses generate qualitatively novel knowledge. However, most studies do not make the unfolding of class, race, gender, and disability in semiotic analysis explicit. These results signal the partial appropriation of the theory and the importance of including mediations that consider the students’ living conditions.

Under a biomedical spectrum, obesity is defined as an excess of adipose tissue in the body. However, this concept has little connection with the experiences of individuals in this condition. Therefore, this study aimed to contribute to the understanding of the experiences of people with obesity in relation to their body, their obesity condition, and therapeutic strategies used in controlling body weight. Semi-structured interviews were conducted to collect data, which were transcribed and explored, forming three categories: the first addressed the participants' history in the process of becoming fat; the second presented the meanings attributed to obesity, reflecting on the reasons that legitimize weight loss; and finally, the third addressed the therapeutic strategies used for weight control and the meanings attributed to them. We concluded that due to the various possibilities of care and experiences of obesity, approaches that take into consideration the particularities of this phenomenon are necessary.

Ethnographic studies have polysemous interests in qualitative health researchers – confronted by theoretical fascination versus practicability and transferability in their fields of activity. Based on the experience in an oncology hospital environment, the objective in this paper was to reflect on the development of ethnographic research focused on the search for the senses of health-disease-care, drawing from Émile Durkheim’s short narratives and social facts. Data production procedures are indicated based on glances, observations, diary notes, self-reflection and interviews with feedbacks, preserving the systematization, not with the purpose of a lousy scientism, but rather enabling to pass on its implications to practice or to move reflections in Public Health and its professionals, as they also include descriptions about the microsocial and macrosocial spheres. At the end of the debate, dynamics and demystifications about focused ethnography are pointed out in order to perpetuate the fascination inherent to it and even amplify its execution in hospital settings.

In higher education, student assistance is a policy to guarantee permanence and contribute to the qualitative formation of the student. The objective of the article is to analyze the academic and professional insertion of students assisted with the Institutional Scholarship Program for Graduate Students (PIBAP) of the State University of Mato Grosso do Sul (UEMS). Under a qualitative methodology, 156 scholarship holders from 10 graduate programs were interviewed and multiple correspondence analysis and qualitative analysis of the content of the interviews were used. The results showed that 40.4% of the graduates are studying for a doctorate in other institutions, 24.4% work as teachers in the basic network and 23.7% work as university professors. PIBAP translated into a welcoming service by offering emotional tranquility for the scholarship holders to dedicate themselves to their studies. The research showed the impact on improving teaching teaching practices and on awakening the desire to join teaching and research.

Measures to mitigate the contagion of the coronavirus led to a reduction in face-to-face consultations in Primary Health Care. Telehealth makes it possible to maintain continuity of care in this context. In view of this, the objective was to know the perspective of users and health professionals about telehealth in a border region, during the 2019 pandemic. This is a qualitative, descriptive-exploratory study, carried out with users and health professionals from the Primary Care in Foz do Iguaçu, Paraná, Brazil, from August to December 2020. Data collection took place by voice connection with the audio recording whose analysis took place through Content Analysis. The results covered the following categories: Telehealth: implementation and organization; Telehealth: positive points; Telehealth: difficulties and actions for its maintenance; Telehealth in the border region. Despite the difficulties experienced, telehealth proved to be complementary to face-to-face care and tends to be maintained in the context of the study after the pandemic.

Understand the ways of acting of the professionals of the intra-hospital commission of organ and tissue donation during the interview with the family for the donation. Qualitative research based on Jürgen Habermas' Theory of Communicative Action, developed from April to August 2018 through semi-structured interviews and non-participant observation among professionals from the intra-hospital organ and tissue donation committee, in four hospitals in the South Region, selected through intentional sampling and Snowball. The Ethnograph V6 program was used for data management and hermeneutic-dialectic analysis. A communicative and strategic approach/action was used by the 21 participants. In communicative action, they sought to understand each other and when it comes to the patients’ families, they tried empathy, provide support, and share knowledge. In the strategic approach, family consent was sought with predefined intentions in order to solve some problems.

The study is an action-research, with a qualitative approach, carried out through operative groups with seven students from a popular education course, using mediating objects as triggers for dialogues. The experiences are organized through group emergents and conceived with support in psychoanalytic literature of inspiration group processes in the Latin-American and French schools. Three emergent ones are observed: (a) being alone and the possible mental illness due to the students’ preparation process; (b) care strategies: dreaming and being in a group as support; and (c) operative group: learning while working. The group’s work involved living-thinking about the importance: of self-care in preparation for the university entrance exam; of dreaming; and of balancing leisure time and study activities. Extending these findings and discovering new ways for students to bond with each other and engage with the course will depend on further studies.

A Lesson Study corresponds to a formative process for teachers, which seeks to lead them to reflect on their practice, through collaborative and reflective work, focusing on student learning. In this text we present the results of an investigation carried out with a group of teachers who teach Mathematics in the early years of Elementary School whose guiding principle was: “How does Lesson Study contribute to the professional development of the teacher?”. This is a qualitative investigation of an interpretive nature and the data produced were collected through audio and video recording, narratives, participant observation and a questionnaire. As a result, we can infer that Lesson Study contributed to the teacher´s professional development, triggering learning processes of mathematical and didactic concepts, connections between theory and practice, reflections on the teaching and learning process, as well as changes in teacher practice and planning.