Entrevista com a professora maura corcini lopes: a produção do ser surdo na experiência da educação / Interview with professor maura corcini lopes: the production of the deaf subject in the experience of education

RESUMO Ao longo da presente entrevista, a Professora Maura Corcini Lopes, da Universidade do Vale do Rio dos Sinos, desenvolve um conjunto de análises relativas à educação de surdos, a partir de uma retomada dos artigos publicados na Revista Brasileira de Educação Especial sobre a educação de surdos, ao longo das três décadas de existência desse periódico. Ela convida o leitor a refletir sobre os tipos de saberes produzidos sobre a surdez e as formas como os sujeitos com surdez foram sendo narrados nesse período. Ao voltar a olhar para os últimos 30 anos de proposição de políticas educacionais no Brasil, a Professora Maura problematiza os efeitos dessas políticas na organização de práticas escolares destinados aos alunos surdos e na forma como a sociedade se relaciona com a diferença, pós-políticas de inclusão.

ABSTRACT Throughout this interview, Professor Maura Corcini Lopes, from the Universidade do Vale do Rio dos Sinos, develops a range of analyzes related to the education of the deaf people, starting from a resumption of the articles published in the Revista Brasileira de Educação Especial on the education of the deaf, throughout the three decades of the existence of this journal. She invites the reader to reflect on the types of knowledge produced about deafness and the ways in which the subjects with deafness were being narrated during this period. When looking back at the last 30 years of proposing education policies in Brazil, Professor Maura problematizes the effects of these policies in the organization of school practices aimed at deaf students and the way in which the society relates to difference, after inclusion policies.

Self-prescribed Ivermectin use is associated with a lower rate of seroconversion in health care workers diagnosed with COVID, in a dose-dependent response

ABSTRACT Background: Over-the-counter use of ivermectin amongst other drugs as SARS-CoV-2 treatment has been increasingly common, despite the lack of evidence on its clinical efficacy. Objective: To evaluate the effect of ivermectin use on production of antibodies against SARS-CoV-2 in health care workers (HCW) diagnosed with COVID-19 and of Th1/Th2 cytokines by stimulated peripheral blood mononuclear cells of the same cohort (PBMCs). Methods: This cross-sectional study evaluated seroconversion and neutralizing antibodies production in HCW at Complexo Hospitalar Universitário Professor Edgard Santos (Salvador, Brazil), diagnosed with COVID-19 from May to July, 2020, as well as in vitro production of antibody against SARS-CoV-2 and Th1/Th2 cytokines. Analyses were performed between December 2020 and February 2021. Participants were stratified according to the use of ivermectin (≤ 1 dose vs. multiple doses) for treatment of COVID-19. Results: 45 HCW were included (62% women). Mean age was 39 years, and disease severity was similar across groups. Neutralizing antibodies were detected less frequently in multiple doses (70%) vs. ≤ 1 dose (97%) groups, p = 0.02). PBMCs of patients in multiple doses group also were less likely to produce antibodies against SARS-CoV-2 following in vitro stimulation with purified spike protein in comparison with patients in ≤ 1 dose group (p < 0.001). PBMC's production of Th1/Th2 cytokines levels was similar across groups. Abdominal pain (15% vs 46%, p = 0.04), diarrhea (21% vs. 55%, p = 0.05) and taste perversion (0% vs. 18%, p = 0.05) were more frequently reported by participants that used multiple doses of ivermectin. Conclusions: Although there was no evidence for differential disease severity upon ivermectin use for treatment of COVID-19 it was associated with more gastro-intestinal side-effects and impairment of anti-SARS-CoV2 antibodies production, in a dose dependent manner. This potentially impacts the effectiveness of immune response and the risk of reinfection and warrants additional studies for clarifying the mechanisms and consequences of such immunomodulatory effects.

(Re)Significações no Processo de Avaliação do Sujeito Jovem e Adulto com Deficiência Intelectual / (Re)Signification in the Assessment Process of Young and Adult Subjects with Intellectual Disability

RESUMO Este artigo objetiva problematizar o processo de avaliação do sujeito com Deficiência Intelectual (DI) e seus efeitos em termos de definição, de classificação e de diagnósticos produzidos sobre a DI. As discussões propostas partem de uma análise referente às diferentes abordagens presentes nos manuais da Associação Americana de Deficiência Intelectual e de Desenvolvimento (AAIDD, 2010 e AAMR, 2006) e suas (re)significações. Procuramos colocar sob tensionamento discursos utilizados para delimitar quem são os sujeitos com DI; que características os constituem; que comportamentos os caracterizam; que potencialidades em termos de aprendizagens eles possuem e que apoios necessitam no contexto educacional. Em articulação com tais análises, apresentamos os dados produzidos no projeto "As contribuições do Rio Grande do Sul para a validação da Escala de Intensidade de Suporte - SIS no Brasil". Amparadas teoricamente nas discussões socioantropológicas propostas por Lev S. Vigotski, tomamos tais dados como elementos para a construção de uma análise que nos possibilite indicar que faz-se possível (e necessário) um olhar para a DI que não parta dos indicadores de QI, historicamente responsável pela delimitação da DI em níveis de severidade, cujas possibilidades de desenvolvimento passaram a ser antecipadamente indicadas pelos diagnósticos clínicos. Nesse sentido, entendemos que, ao deslocarmos a ênfase do diagnóstico do QI para os sistemas de apoio, passamos a perceber um sujeito produzido nas práticas culturais, cujas possibilidades de desenvolvimento e aprendizagem não são exclusivamente determinadas pelos seus aspectos biológicos, mas, sim e principalmente, pelas interações sociais que ele estabelece ao longo de seu desenvolvimento.

ABSTRACT This paper aims at problematizing the assessment process of subjects with Intellectual Disabilities (ID), and its effects in terms of definition, classification and diagnoses produced on ID. The proposed discussions stem from an analysis of the different approaches presented in the manuals of the American Association for Intellectual and Developmental Disability (AAIDD, 2010 and AAMR, 2006) and their (re)significations. We seek to put under tension the discourses used to define who the subjects with ID are; what characteristics constitute them; what behaviors characterize them; what learning potential they have and what supports they need in the educational context. In articulation with these analyzes, we present data produced in the project "The contributions of Rio Grande do Sul for the validation of the Support Intensity Scale - SIS, in Brazil". Based theoretically on the socio-anthropological discussions proposed by Lev S. Vygotsky, we consider the data as elements for the construction of an analysis that indicates the possibility (and necessity) to look at the ID from a perspective other than one that derives from IQ indicators, which are historically responsible for the delimitation of ID in levels of severity, whose development possibilities were previously indicated by clinical diagnoses.