Coordination For The Improvement Of Higher Education Personnel Research Articles

Os contributos da Residência Pedagógica para a Formação Inicial de Professores de Ciências Biológicas: o Estado da Questão

Esta investigação incide na construção de um levantamento bibliográfico, do tipo Estado da Questão, para nortear uma proposta de dissertação sobre a formação de licenciandos de um curso de licenciatura em Ciências Biológicas inseridos no Programa Residência Pedagógica, sobretudo, com a temática sexualidade. Assim, este trabalho objetiva demonstrar como foi construído o Estado da Questão e como este possibilitou conhecer mais sobre pesquisas na área da Formação inicial com enfoque no Programa de Residência Pedagógica e Sexualidade. Para as buscas dos trabalhos foram utilizados: Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e os Anais do Encontro Nacional das Licenciaturas (ENALIC) de 2018. Os achados mostraram a diversidade de trabalhos voltadas as distintas contribuições da Residência Pedagógica nos cursos de licenciatura em Ciências Biológicas, bem como os aspectos teóricos-metodológicos adotados nas pesquisas. Todos estes resultados podem auxiliar em outras pesquisas similares a da temática em ênfase.

Finite element analysis and β‐catenin Signaling at the Alveolar Bone after Tooth Extraction – study in rats

β‐catenin signaling is critical for remodeling bone. Finite element analysis studies showed that there is an alveolar bone adaptation associated with chewing. The aim of this study was to evaluate the expression levels of β‐catenin and the alveolar bone deformation by finite element analysis in rats with tooth extraction. Twenty‐four male rats (Wistar linage), 2 months old, were used. The tooth (right upper incisor) extraction procedure was performed. In the control group (n = 6) the normal dentition was maintained. The euthanasia occurred at 5 (n = 6), 7 (n = 6) and 14 (n = 6) days after day 0 of extraction. The three‐dimensional model of the rat skull was constructed in each group, and the computational simulation by finite element analysis was performed to simulate the bite in the incisors. The left maxilla of all rats was removed and submitted to histological processing. The immunohistochemistry analysis was performed for β‐catenin labeling. The finite element analysis of the experimental group showed a smaller amount of deformations relative to the control group and a distribution pattern uniform. In osteocyte count, positive β‐catenin markings concentrated on the lingual alveolar bone and the ANOVA test showed that there were differences 14 days compared to the other groups (p = 0.00303). The findings of this study showed that the condition of tooth extraction can cause β‐catenin expression and altered regimens of alveolar bone deformation.Support or Funding InformationThe São Paulo Research Foundation – FAPESP (grant: 4674‐1/2017) and The Institutional Internationalization Program (PrInt) of the Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES).

A Interação e a Colaboração na Formação de Mediadores Pedagógicos Digitais

Nossa pesquisa se desenvolveu em uma das turmas do curso online, fruto de uma parceria entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Universidade Aberta de Portugal (UAb) e a Universidade Estadual Paulista (UNESP), para a formação de 1500 cursistas. Este estudo apresenta a experiência de uma das autoras no curso de formação de mediadores pedagógicos digitais para educação a distância, enfatizando a importância da interação e do trabalho colaborativo na construção do conhecimento. O conceito de aprendizagem expansiva de Engeström (1994) e a abordagem Construcionista, Contextualizada e Significativa (CCS) de SCHLÜNZEN (2015) compõem a base deste estudo. Foi adotada uma abordagem metodológica do tipo qualitativa, por meio da análise de conteúdo de Bardin (2009), a partir da qual são realizadas observações sobre a natureza da interação em atividades propostas no ambiente virtual de aprendizagem (AVA) e em um grupo utilizando o aplicativo WhatsApp. Podemos afirmar que os processos de comunicação foram fundamentais para formar o professor mediador, condição essencial para que seja promovida a interação e o trabalho colaborativo. Palavras-chave: Colaboração. Interação. Formação de mediadores pedagógicos. EaD.

O ensino da educação nutricional na formação inicial de nutricionistas: uma breve revisão

A Educação Nutricional é fundamental na formação do profissional nutricionista, visto seu enfoque pedagógico na modificação do comportamento alimentar de indivíduos ou grupos específicos, e sua importantíssima contribuição para o entendimento dos fenômenos socioculturais, econômicos e demográficos que influenciam a alimentação. Nesse sentido, o presente artigo buscou evidenciar o papel do ensino da Educação Nutricional na formação inicial de nutricionistas. Para tanto, foi realizado um levantamento bibliográfico e exploratório nas bases dados Google Acadêmico e Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoa de Nível Superior (CAPES), como também foram utilizados livros e documentos relacionados ao Ensino e à Educação Nutricional. De acordo com os resultados, é visto que o nutricionista atua primordialmente como educador, independentemente de sua área de atuação, buscando a mudança e a manutenção do comportamento saudável. Tem se visto, que a Educação Nutricional, sobretudo nas atividades práticas, estimula o pensamento crítico-reflexivo dos alunos, tornando a aprendizagem baseada não só na assimilação de conteúdos e posteriormente na inserção da prática destes, mas também na elaboração de ideias próprias. Contudo, percebeu-se, a partir das análises, que essa disciplina tem sido negligenciada, pois apresenta baixa carga horária de trabalho em relação à outras, não apresentando atividades práticas substanciais, além de ser considerada “leve” e “engraçada" pela maioria dos alunos. Assim, consideramos que o ensino da Educação Nutricional é parte crucial da formação inicial do profissional nutricionista, pois atua como fator estimulante da criticidade profissional e relaciona-se à ações interdisciplinares que abrangem as mais variadas áreas da nutrição. Entretanto, se faz necessário um maior aprofundamento de pesquisas que evidenciem isso, visto a escassez de estudos atuais sobre o tema.

Guide to multi-objective optimization for the green vehicle routing problem

This article aims to present research conducted on the literature regarding Multi-objective Optimization (MOO) for routing problems with environmental considerations (EC), referred to here as Multi-objective Optimization for the Green Vehicle Routing Problem (MOOGVRP). A Brazilian database, CAPES (Coordination for the Improvement of Higher Education Personnel), was used to collect articles of general application, case studies and reviews in English starting from, since 2012. The terms “green vehicle routing problem” (GVRP), “pollution routing problem” (PRP), “vehicle routing problem in reverse logistics” (VRPRL) and “multi-objective” were used in the research protocol. Consequently, this study obtained 1,744 research results that, following the application of the filtering criterion, resulted in a sample of 76 articles from 38 journals, for which a bibliometric data (bibliometric review) survey was conducted. When dealing with the bibliometric data of the sample, it was possible to identify information such as the number of publications per year and types of published works. Information was also identified regarding the most frequently used journals and the countries and institutions that published the most articles on the proposed theme. It was also possible to analyze the frequency of the protocol terms in the title, abstracts and keywords, the relationship between taxonomies, vehicle fleet types, multi-objective procedures, and VRP procedures. Information was also found regarding solution procedures, number of objectives, and programming languages for computational implementation, the frequency of the most used objectives, and the most cited articles in the sample. The originality of this article lies in how the research is presented, highlighting the results and particular details obtained through the survey, which may be considered of great academic importance in the sense of guiding the trends for future research.

Female infants are more susceptible to the effects of maternal antenatal depression; findings from the Pelotas (Brazil) Birth Cohort Study

BackgroundWe utilised data from the 2015 Pelotas Birth Cohort, a large prospective cohort in southern Brazil, to examine the association of moderate and severe antenatal depression with child birth outcomes and explore interactions with sociodemographic characteristics. MethodsData was available for n = 3046 participants and their infants. We measured antenatal depression using the Edinburgh Postnatal Depression Scale (EPDS, ≥13 for moderate and ≥17 for severe depression). Outcome measures included gestational age, birth weight, length and head circumference, using the Intergrowth-21st standards. We controlled for known confounders including obstetric risk. ResultsWe did not find differences in childbirth outcomes by maternal depression status for participants with at least moderate depression, although there was an increased risk for female offspring to be small for gestational age (SGA, OR 2.33[1.37,3.97]). For severe depression (EPDS≥17) we found an increased risk for lower APGAR scores (OR 1.63[1.02,2.60]) and being SGA (OR 1.77[1.06,2.97], with an increased risk for female offspring in particular to be in lower weight centiles (−10.71 [−16.83,−4.60]), to be SGA (OR 3.74[1.89, 7.44]) and in the lower 10th centile for length (OR 2.19[1.25,3.84]). Limitationsinclude the use of a maternal report questionnaire to ascertain depressive symptoms. ConclusionsIn this recent large longitudinal cohort in Brazil we did not find independent effects of depression on adverse birth outcomes or interactions with sociodemographic characteristics. We found an increased risk of being SGA for female offspring of women with moderate and severe depression, in line with other research suggesting females may be more susceptible to antenatal disturbances. FundingThis work was supported by the Wellcome Trust, United Kingdom (095582), the Brazilian National Research Council (CNPq) and the Coordination for the Improvement of Higher Education Personnel (CAPES). EN was supported by the UK Economic and Social Research Council GCRF Postdoctoral Fellowship (ES/P009794/1).

Scientific knowledge in the field of Physical Education: paths to complexity

Abstract This manuscript aims to discuss possibilities for the incorporation of complex thinking in the scientific field of Physical Education (PE) in Brazil. In dialogue with philosophers who theorize about complex thinking, we analyze the ordering of scientific knowledge structures in Brazil, such as the organization in areas and lines of PE Graduate Programs (PPGs) exposed on their websites and the Coordination for the Improvement of Higher Education Personnel (CAPES) document. Regarding sociocultural transformations that occurred throughout the 20th century, science perceives the limits of knowledge, where divisions in disciplines seem to be insufficient to investigate the complexity of problems, giving rise to the epistemological perspective of complex thinking. PE is organized in a multidisciplinary and interdisciplinary way, but with gaps between human sciences and natural sciences. Therefore, seeking strategies to reduce borders is emerging for the area to adapt to the new scientific needs of the 21st century.

Pathogen-Selected Polymorphisms in the <i>PKLR</i> Gene Are Associated with Mycobacterial Susceptibility in Brazilian and African Populations

Background: Pyruvate kinase (PK) gene (PKLR) is a key player in glycolysis controlling the integrity of erythrocytes. Due to Plasmodium selection, mutations for PK deficiency, leading to hemolytic anemia, are associated with resistance to malaria in sub-Saharan Africa and also with susceptibility to intracellular pathogens in experimental models. We investigated whether PKLR malaria-protective single nucleotide polymorphisms (SNPs) are associated with susceptibility to leprosy in Brazil and tuberculosis in Africa. Methods: We fine-mapped the PKLR variants and performed independent case-control studies in different populations across Brazil and Mozambique by Real-Time PCR. We also applied natural selection tests in the PKLR genomic region and evaluated serum iron proteins levels among subjects. Findings: Haplotype T/G/G (rs1052176/rs4971072/rs11264359) is associated with leprosy susceptibility in Rio de Janeiro (OR=1.26, p=0.02) and Salvador (OR=1.35, p=0.07), and with tuberculosis in Mozambique (OR=1.52, p=0.07). TT (rs1052176) was the common risk genotype within populations. Increased frequency of T/G/G was observed in Africa and Brazilian African-descendants compared to Europeans, and Brazilian European-descendants, suggesting the presence of selective footprints in the PKLR. We observed evidences of balancing selection in Africans (Tajima’s D) and positive selection in the HCN3 gene (xpEHH>2 in Europe), of which 6 SNPs are PKLR eQTLs. Ferritin and haptoglobin levels presented a subtle variation in TT (rs1052176) carriers. Interpretation: We provide evidence that PKLR malaria-resistant loci in Africans contribute to mycobacterial susceptibility in African descent population and also highlight, for first, PKLR as a susceptibility gene for leprosy and TB. Funding: Brazilian National Council for Scientific and Technological Development, Coordination for the Improvement of Higher Education Personnel, Foundation for Research Support of the State of Rio de Janeiro, and the Brazilian Ministry of Health. Funding Statement: This study was financed by the Brazilian National Council for Scientific and Technological Development (CNPq; 421852/2017-2018; 307489/2018-3), Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES), Foundation for Research Support of the State of Rio de Janeiro (FAPERJ;E-26/203.053/2016; E-26/203.172/2017), and the National Fund for Health/Brazilian Ministry of Health (MS/SCTIE/DECIT; 404277/2012-8). Declaration of Interests: The authors declare no conflict of interest. Ethics Approval Statement: All collected samples and procedures described in this study were approved by local ethics boards and the Brazilian National Board for Ethics in Research. A written informed consent was obtained from all voluntary participants (Rio de Janeiro – IRB protocol - Fiocruz 151/01; Rondonopolis – ILSL 172/09; Salvador – CEP50/2010 and CONEP 11019; Manaus – 555.620 - 13/03/2013; and Mozambique – No 399/CNBS/11).

Educação do Movimento dos Trabalhadores Rurais Sem Terra: um espaço de resistência à colonialidade e seus mecanismos de poder

Este trabalho é parte de uma pesquisa vinculada ao Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso, linha de Pesquisa dos Movimentos Sociais, Política e Educação Popular, campus Cuiabá, com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Que teve como propósito analisar as iniciativas pedagógicas e educativas desenvolvidas em escolas do campo, coordenadas pelo Movimento dos Trabalhadores Rurais Sem Terra (MST) em Mato Grosso, como processos de resistência ante a colonialidade e seus mecanismos de poder. É uma pesquisa qualitativa, desenvolvida com os professores gestores da escola Estadual Florestan Fernandes localizada no Assentamento 12 de Outubro. As ferramentas investigativas foram: entrevistas semi estruturadas, observação participante e diários de campo. Com base nas entrevistas constatou-se que as escolas do Movimento são estruturadas desde uma concepção contra-hegemônica, com práticas pedagógicas diferenciadas. As análises dos diários de campo revelam que esta escola implementa os princípios filosóficos e pedagógicos do Movimento, embora seja financiada pelo poder público.
 Palavras-chave: Educação do Campo, Educação do MST, Colonialidade.
 
 Education of the Movement of Landless Rural Workers: a space of resistance to coloniality and its mechanisms of power 
 ABSTRACT. This paper is part of an investigation linked to the Post-graduate Education Program in the Federal University of Mato Grosso, research on Social Movements, Politics and Popular Education, Cuiabá, with the support of the Coordination for the Improvement of Higher Education Personnel (CAPES). Its purpose is to analyze the pedagogical and educational initiatives developed in rural schools, under the coordination of the Movement of Landless Workers (MST) in Mato Grosso, as a process of resistance to coloniality and its mechanisms of power. This is a qualitative research, developed with the teachers and directors of the Florestan Fernandes National School located in the October 12’s Settlement. The research tools used were: semi structured interviews, participant observation and field journals. Based on the interviews, it can be seen that the MST’s schools are constituted from an anti-hegemonic conception, with different pedagogical practices. The field journals analysis reveals that this school implements the philosophical and pedagogical principles of the Movement, although financed by the public sector.
 Keywords: Rural Education, MST’s Education, Coloniality.
 
 Educación del Movimiento de los Trabajadores Rurales Sin Tierra: un espacio de resistencia a la colonialidad y sus mecanismos de poder
 RESUMEN. Este trabajo es parte de una investigación que está vinculada al Programa de Pos graduación en Educación de la Universidad Federal de Mato Grosso, línea de investigación de los Movimientos Sociales, Política y Educación Popular, sede Cuiabá, con el apoyo de La Coordinación de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Que tiene como propósito analizar las iniciativas pedagógicas y educativas desarrolladas en las escuelas de campo, bajo la coordinación del Movimiento de los Trabajadores Sin Tierra (MST) en Mato Grosso, como procesos de resistencia ante la colonialidad y sus mecanismos de poder. Es una investigación de carácter cualitativo, desarrollada con los profesores y directivos de la escuela Estadual Florestan Fernandes ubicada en el Asentamiento Doce de Octubre. Las herramientas investigativas fueron: las entrevistas semiestructuradas, observación participante y los diarios de campo. Con base a las entrevistas se constata que las escuelas del movimiento son constituidas desde una concepción contra hegemónica, con prácticas pedagógicas diferentes, en cuanto al análisis de los diarios de campo se verifico que esta escuela implementa los principios filosóficos y pedagógicos del movimiento, aunque este bajo el dominio del Estado.
 Palabras claves: Educación del Campo, Educación del MST, Colonialidad.

Currículo integrado e práticas pedagógicas nos IFs: mapeamento de pesquisas em bases de dados

Resumo: O presente artigo refere-se ao recorte de uma investigação que está em desenvolvimento na Universidade do Vale do Taquari - Univates/RS. Teve como objetivo mapear pesquisas que tratam sobre currículo e práticas pedagógicas integradoras nos Institutos Federais de Educação, no período que compreende os anos de 2014 a 2018. Para tanto, trabalhou-se com a abordagem qualitativa e a análise documental. Foram selecionadas quatro fontes para a coleta de informações, a saber: a Base de Dados de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), o Portal de Periódicos da CAPES, o Grupo de Estudos e Pesquisa sobre Trabalho e Educação (GEPTE) e uma obra lançada no I Seminário Nacional do Ensino Médio Integrado, a qual reúne pesquisas na Rede Federal, em diferentes estados do Brasil. A partir do material analisado, permite-se concluir que diversas práticas podem traduzir a integração curricular, sob diferentes perspectivas teóricas e que muitas alternativas integradoras foram evidenciadas em variadas experiências pedagógicas.
 Palavras-chave: Práticas Integradoras. Instituto Federal de Educação. Ensino Médio.

Universidade e produção de conhecimento na formação inicial: uma estratégia didática para o ensino da escrita acadêmica

Resumo Este trabalho objetiva problematizar o ensino e a aprendizagem da escrita na universidade, apresentando uma experiência investigativa com acadêmicos do 2º período do curso de Matemática, na disciplina de Leitura e Produção de Textos, durante o segundo semestre de 2017. A execução da pesquisa considerou a aplicação de uma estratégia didática para apropriação do gênero acadêmico resumo/abstract, qual seja, a de retextualização, em que o estudante deveria ler um artigo científico da área com o propósito de escrever o resumo correspondente, colocando-se na posição de autor do artigo lido, cujo resumo circularia no portal de periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) para consulta de pesquisadores e demais acadêmicos. Dessa forma, esperava-se que a mobilização de recursos linguísticos e enunciativos mantivesse o tom assumido pelo artigo científico em questão, porém a partir da organização arquitetônica do gênero dada pelo acadêmico. A pergunta de pesquisa girou em torno da seguinte questão: Quais são os limites entre a palavra do outro e a do acadêmico, considerando um processo de retextualização que tensiona os lugares destinados aos enunciadores e coloca em xeque o processo de autoria? Com tal estratégia, compreendeu-se, ainda que panoramicamente, como a universidade e os seus sujeitos regulam o universo discursivo do outro e garantem a manutenção dialógica da escrita. Para chegar a essa conclusão, adotou-se um quadro teórico que se fundamentou na perspectiva bakhtiniana e foucaultiana de linguagem (BAKHTIN, 2009; FOUCAULT, 1996) e nos estudos do letramento acadêmico (RINCK, BOCH, ASSIS, 2015), seguindo uma metodologia de abordagem qualitativa, com finalidade aplicada.

Will Brazil Follow the Japanese Educational Reforms and Cut the Funding for Research in Humanities? Possibilities and Psycho-political Implications

On May 2019 Brazilian Federal government declared it would follow the Japanese academic model, cutting funding for undergraduate and graduate-level programs and research on Humanities and Social Sciences. The cited reforms were implemented by Japanese Education Minister Shimomura in 2015, but Japan would later back down on these cuts. In Brazil, however, the cuts affect 30% of the budget for Federal educational institutions and frozen the continuity of the most important program from the Coordination for the Improvement of Higher Education Personnel (CAPES), which distributed grants for researchers on graduate programs. This paper conducts a literature and bibliographic review in order to debate the Brazilian’s cuts on Higher Education. It is concluded that those cuts are mainly politically motivated, affecting mostly the hard sciences instead of Humanities and Social Sciences. It is also concluded the political motivations behind the slashing of funding for Education may backfire, fostering the actual and new forms of political associativism between Brazilian students and researchers.

Effects of CF102, an Adenosine A3 Receptors Agonist, on Memory Deficits and Oxidative Stress in a Mouse Model of Streptozotocin‐Induced Dementia of Alzheimer's Type

Alzheimer's disease (AD) is an age‐related neurodegenerative disease characterized by a progressive decline in cognitive functions. Adenosine receptors play a pivotal role in disease progression, however, adenosine A3 receptors are understudied and their effects vastly unknown. We now investigated the effects of the activation of adenosine A3 receptors on memory deficits and oxidative damage in a mouse model of streptozotocin‐induced experimental dementia of Alzheimer's type. Male Swiss mice received bilateral intracerebroventricular injections of streptozotocin (STZ, 3 mg/kg) dissolved in artificial cerebrospinal fluid. Two days after the first STZ administration, injections were repeated, and the animals were treated with the A3 receptor agonist, CF102 (200 μg/kg intraperitoneally), or vehicle (2% DMSO in saline), 1 h after surgery and once a day until the last day of behavioral evaluation (18th after the first STZ injection). The animals subjected to STZ administration showed significant recognition memory deficits evaluated by the object recognition task, spatial memory deficits evaluated by water maze test, and early and late memory deficits in the passive avoidance test. No differences of locomotor activity in the open field test were observed between groups. STZ also increased malonaldehyde and nitrite contents in the hippocampus. The treatment with CF102 significantly prevented the early and late memory deficits and object recognition memory deficits. CF102 treatment also reduced the increase of nitrite production in 37% in the hippocampus when compared to STZ group. These data highlight the therapeutic potential of A3 agonists in AD, however the role of these receptors on STZ‐induced AD model requires more investigation.Support or Funding InformationSupported by Brazilian National Research and Development Council (CNPq), Coordination for the Improvement of Higher Education Personnel (CAPES) ‐ Brazil, and the Research Support Foundation of Ceará (FUNCAP) – Brazil.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Body and otolith shape analyses of the Brazilian sardine, Sardinella brasiliensis, to differentiate population-units in the purse seine fishery off Brazil

Body and otolith shape analyses of the Brazilian sardine, Sardinella brasiliensis, to differentiate population-units in the purse seine fishery off Brazil

Evaluation of the body morphology and meristics, otolith shape analyses and otolith micro-chemical variability of Lebranche mullet Mugil liza in the Southeast Atlantic Ocean as a tool for the identification of population subunits

Evaluation of the body morphology and meristics, otolith shape analyses and otolith micro-chemical variability of Lebranche mullet Mugil liza in the Southeast Atlantic Ocean as a tool for the identification of population subunits

Information Technology Governance

Due to the central role that ITs have played in transforming society and the knowledge economy, it is essential to understand IT Governance (ITG), a subject that is evolving worldwide. When considering Brazil only, this research domain stands out in academia along with the United States and China. In this context, the objective of this study is to identify and describe the panorama of scientific capital, based on the final product of Brazilian graduate programs, theses and dissertations, concerning ITG. From a qualitative and quantitative approach, an exploratory and descriptive research was carried out through documentary and bibliometric research, with data extracted from the Lattes Platform and the Sucupira Platform of the Coordination for the Improvement of Higher Education Personnel (CAPES). The main results evidenced that more than half of the studies in ITG come from graduate programs in Administration, among other areas such as Engineering and Computing. It is concluded that ITG is an interdisciplinary subject, not adhering to only a certain field of knowledge within Brazil. It is noted that ITG has a scientific capital set up and that it is still developing in this country.

Undergraduate and graduate studies programs in Social Work in Brazil / Graduação e pós-graduação em Serviço Social no Brasil

This article examines the expansion of undergraduate and graduate programs in Brazil, characterizing the convergences and divergences between the two educational levels in the last 15 years. This is a document study based on data available on the websites of the Ministry of Education and the Coordination for the Improvement of Higher Education Personnel (CAPES). Undergraduate studies in social work are currently offered by 575 institutions, distributed among Brazil's five geographical regions, particularly in the Southeast and South. These institutions are for the most part private and provide both classroom-based and distance learning formats. Graduate studies programs continue to expand at a different pace. They are primarily linked to public institutions, with classroom-based teaching and a higher number of PhD holders among their professors.

Tuberculosis and Latent Tuberculosis Infection Among Refugees and Asylum Seekers: A Systematic Review and Meta-Analysis

Background: In 2017, there were 68·5 million refugees, asylum seekers and persons displaced by wars and conflicts worldwide. Tuberculosis prevalence in the country of origin and adverse conditions endured during their journey may increase their risk for tuberculosis. We summarized the prevalence of active and latent tuberculosis infection (LTBI) among refugees and asylum seekers through a literature systematic review and meta-analysis by country of origin. Methods: Articles published in Medline, EMBASE, Web of Science and LILACS from 2000 to August 2017 were searched for, without language restriction. Two independent reviewers performed all review steps. Random effect models were used to estimate pooled measures of active and latent tuberculosis infection (LTBI) prevalence. Sub-group analyses were performed according to the country of origin and host continent. Findings: Sixty-seven out of 767 identified papers were included, of which 16 entered the meta-analysis. Pooled prevalence by contry of origin of active and latent tuberculosis were 0·01 [95% confidence interval (CI)=0·00-0·02] and 0·41 (95% CI=0·25-0·57), respectively, both with high level of heterogeneity (I2=98·2% and 99·8%). Ninety-one per cent of studies reported routine screening of recently arrived immigrants in the host country; two-thirds confirmed tuberculosis bacteriologically. Interpretation: Tuberculosis is a major health problem among refugees and asylum seekers and should be given special attention. The high prevalence of active and latent tuberculosis indicates the need for ensuring access to healthcare for early detection, treatment and prevention of the disease, aiming protection of this vulnerable population. Funding: Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES). RP has had a study grant from the Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES). CAPES is not responsible for any statement in this manuscript. Declaration of Interests: The authors declare that they have no competing interests. Ethics Approval Statement: The authors declare: Not applicable.

Relação família-escola: o estado da arte na pós-graduação brasileira

A temática da relação família-escola vem ocupando maior espaço na produção científica no Brasil. Neste artigo, analisamos resumos de teses e dissertações brasileiras sobre essa relação produzidas no período 2004-2013 e reconstituímos a história dessa relação com autores como Cunha (2003) e Faria Filho (2000). O estudo, qualitativo, é do tipo Estado da Arte. Foram consultados os bancos de dados do Grupo Observatório Sociológico Família-Escola da Universidade Federal de Minas Gerais; do Programa de Pós-Graduação em Família e Sociedade Contemporânea da Universidade Católica de Salvador; e de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Os resumos localizados (112) foram mapeados em relação a objetivos, referenciais teóricos, opções metodológicas e resultados. Para análise, utilizamos a Técnica de Análise de Conteúdo Categorial Temática, resultando na construção de três categorias: Relação família-escola e estratégias educativas familiares; Relação família-escola e fenômenos socio-escolares e Relação família-escola: fenômenos e/ou aspectos dessa relação. Em relação aos referenciais teóricos, menos da metade dos resumos os menciona; quanto a percurso metodológico e resultados das pesquisas, muitas informações também estavam ausentes; em relação resultados, algumas pesquisas indicam certa resistência de professores a configurações familiares diferentes da tradicional e para a influência dessa resistência na relação com a família e/ou o trabalho docente, e outras desconstroem a ideia generalizada de que as famílias de alunos de escola pública são desestruturadas. Apontamos para a necessidade de outras pesquisas sobre a temática, pois há ainda vários aspectos a aprofundar, e para a importância de os resumos serem mais completos.

Mulheres com risco cardiovascular: revisão das pesquisas das pós-graduações brasileiras

Objective: To identify the risk in women, studied in dissertations and theses defended in Brazilian graduate programs in the area of health sciences. Methods: Critical and descriptive review, carried out in May 2017, in the theses and dissertations repository of the Coordination for the Improvement of Higher Education Personnel (CAPES). As a search strategy, the keywords cardiovascular risk factors and were used, without restriction on areas of knowledge. These keywords were used as a strategy to retrieve the largest number of publications on the object of study. National studies which addressed the research question and originated from graduate programs were included, and those with incomplete summaries or that were unavailable were excluded. No time limit was applied. Of the studies found, 23 were selected for analysis. Results: The main risk were: obesity, sedentary lifestyle, systemic arterial hypertension and the development of preeclampsia during pregnancy, also including hormonal aspects such as menopause. The studies have evidenced the importance of and the need for actions aimed at preventing and minimizing the risk factors, in addition to the development of specific strategies such as the consumption of vitamin A, eggplant flour and green tea. Conclusion: The risk prevalent among women are related to metabolic changes, multifactorial conditions, inadequate habits, and to life cycles such as gestation and the hormonal aspects, which suggests that health professionals need to develop preventive and control actions directed at such factors.