DEPOIS DO FIM: educação pública, pesquisa e pós-graduação pós-pandemia - uma entrevista com Geovana Mendonça Lunardi Mendes

The interview presents a dialogue with Geovana Mendonça Lunardi Mendes, a Brazilian researcher who has dedicated herself to the theme of inclusive education. Professor at the State University of Santa Catarina, the trajectory of our interviewee is marked by the defense of public education as the right of all people, which supports her performance as president of the National Association of Graduate Studies in Education (ANPEd), one of the largest and most respected, scientific entities in the educational field in Brazil that defends public education, research and graduate studies. Among the numerous possibilities of approach in this interview, we present the reflections that our interviewee has carried out as president of ANPEd and her performance in the clashes in defense of graduate and inclusive education, as well as the impacts of the pandemic of covid-19 for education. © 2022 Curriculo sem Fronteiras. All rights reserved.

Higher education for refugees: an analysis of admission procedures in brazilian universities related to the Catedra Sergio Vieira de Mello

This article aims to understand how the conditions for admission to higher education for people in refugee status occur. Therefore, 14 Brazilian universities associated with Sergio Vieira de Mello Catedra - CSVM were analyzed. CSVM carried out access actions for refugees between the years 2020-2021. Data was collected from the CSVM Annual Report and from the institutional websites of the surveyed universities. This is a descriptive and analytical study, focusing on document analysis. The theoretical framework is based on the following authors: Cury (2002), Bobbie (2004), Kreutz (2003) and Moreira (2015), whose discussions revolve around the right to education, educational policies, and migration. Based on the analysis, the present study considers that not all higher education institutions launched specific calls for application or made available any exclusive admission process for people in refugee or migration situation. The facilitated admission of refugees and migrants by the CSVM report (2020) has been interpreted in different ways by higher education institutions, which leads to believe that not all universities have guaranteed easy access to that public. Such difficulties occur at different levels: from accessing information for admission to knowing how to take exams, proofing of documents, taking proficiency in Portuguese, and paying fees.

ACCURATE REFLECTIONS ON LISTENING TO YOUNG CHILDREN IN REMOTE CLASSROOMS DURING THE COVID-19 PANDEMIC PERIOD

The studies on the listening of children in the context of remote classes in early childhood education during the pandemic period are emerging. Thus, who is playing the role of the voice of young children in the pandemic during remote classrooms and how are educators interpreting the speech coming from the digitalized transpositions by online tools? This qualitative study is comprised of an exploratory inquiry into remote classes for young children in pandemic contexts coupled with a literature review of concepts of listening, childhoods, and children. The collection of empirical data took place through the application of an online questionnaire with educators and the results obtained varied between the children themselves being the messengers of their voices and also the mothers as subjects responsible for the transmission of the speech of young children to the educators during the virtual educational contexts. Therefore, this study proved to be valid to understand the need for more accurate reflections on listening to young children in any circumstances and environments where they are in training and development.

Detection of SARS-CoV-2 in Saliva by RT-LAMP During a Screening of Workers in Brazil, Including Pre-Symptomatic Carriers

The coronavirus pandemic has been causing damage to many nations, as public and private health systems deteriorate by the increasing demand. Some infected patients have culturable severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) even though not presenting any symptoms, and therefore, are probably able to transmit it. Correctly diagnosing and isolating infected patients is an important step towards preventing new infections. Current diagnostic methods rely mainly on reverse transcription quantitative polymerase chain reaction (RT-qPCR). Methods such as reverse transcription loop-mediated isothermal amplification (RT-LAMP) have risen as viable alternatives, as they are cheaper and require less infrastructure, they have the potential to be applied in low-resource scenarios and even at point-of-care. Here we report a colorimetric RT-LAMP assay capable of detecting SARS-CoV-2 in ribonucleic acid (RNA) from saliva. In some cases, the test was able to detect viral RNA before symptom onset and even in a self-reported asymptomatic carrier. It had a limit of detection of 300 copies per reaction and showed a sensitivity of 80%, a specificity of 100%, a general accuracy of 99.59%, and a Cohen's kappa of 0.887. The possibility of detecting positive cases even before the clinical manifestation shows great potential and can contribute to controlling the pandemic.

Between waiting and urgency: Remote educational proposals for children with Congenital Zika Virus Syndrome during the COVID-19 pandemic

The pandemic caused by COVID-19, the so-called “new coronavirus” (SARS-CoV-2), was declared by the World Health Organization on March 11, 2020. Since then, the social, economic, health, political and scientific impacts have challenged scientists around the world. Especially in contexts of economic, social and school inequalities, the effects have been devastating. At the same time, alternatives created during this process need to be analyzed and understood. In this context, this article discusses the pedagogical practices proposed for children with Congenital Zika Virus Syndrome, during the period of social isolation caused by the Coronavirus pandemic. The research is qualitative and is based on the analysis of local documents on remote education and on semi-structured interviews carried out with five Education professionals from a teaching network in Baixada Fluminense, Rio de Janeiro, Brazil, who participated in a Pilot Continuing Education Program to act with children with Congenital Zika Virus Syndrome. For the analysis, the data were organized in thematic axes, showing, among other aspects, the teaching effort to develop online actions that promote interaction and participation of children in the proposed activities, in partnership with the mothers. They also show how the pandemic affected the relationship of the school with the family and the teachers' persistence/resilience in the face of the numerous challenges posed by the pandemic in their teaching performance. © 2020 Universidade Estadual de Ponta Grossa, Editora. All rights reserved.