Problemáticas na aprendizagem na pandemia COVID-19: Diretrizes e ferramentas educacionais / Learning issues in the COVID-19 pandemic: Educational guidelines and tools

Aprimoramento no processo educacional tem sido enfoque de profissionais distintos a fim de proporcionar benefícios ao aluno no processo de aprendizagem ou no seu desenvolvimento psicológico, físico e social. Entretanto, em decorrência da pandemia de COVID-19, fez-se necessário a adaptação para um novo contexto e, em específico, que atendesse às demandas da educação básica transpassando as atividades, até então presenciais, para o modelo digital. Mediante a esse cenário, este estudo perpassa as diretrizes que orientam os profissionais da educação, as problemáticas oriundas do ensino remoto e as ferramentas tecnológicas para a prática do ensino no período citado. Com base no arcabouço teórico disponível, o presente estudo pautou-se em uma revisão narrativa da literatura científica. Os achados indicam a importância das diretrizes enquanto políticas públicas para a unificação do processo educacional e estratégias para a adaptação na utilização de ferramentas digitais. Porém, o contexto de ensino remoto, seja por meio de aulas síncronas ou assíncronas, também enfatiza a desigualdade social persistente no Brasil e outros prejuízos ao aluno, sejam eles desenvolvimentais ou relacionados à aprendizagem. Com isso, são evidenciados prejuízos para alunos que apresentam uma condição socioeconômica inferior, que tendem a não possuir acesso a estas diferentes tecnologias e, independentemente desse fator, os prejuízos educacionais presentes no processo da aprendizagem e nas dinâmicas não realizadas no ambiente escolar devido ao distanciamento social.

Improvement in the educational process has been the focus of different professionals in order to provide benefits to the student in the learning process or in their psychological, physical and social development. However, as a result of the COVID-19 pandemic, it was necessary to adapt to a new context and, in particular, to meet the demands of basic education, transferring the activities, until then face-to-face, to the digital model. Given this scenario, this study permeates the guidelines that guide education professionals, the problems arising from remote teaching and the technological tools for the practice of teaching in the aforementioned period. Based on the available theoretical framework, the present study was based on a narrative review of the scientific literature. The findings indicate the importance of guidelines as public policies for the unification of the educational process and strategies for adapting to the use of digital tools. However, the context of remote teaching, whether through synchronous or asynchronous classes, also emphasizes persistent social inequality in Brazil and other damages to the student, whether developmental or related to learning. As a result, losses are evident for students who have a lower socioeconomic condition, who tend not to have access to these different technologies and, regardless of this factor, the educational losses present in the learning process and in the dynamics not carried out in the school environment due to the social distance.

Reactions of diborenes with terminal alkynes: mechanisms of ligand-controlled anti-selective hydroalkynylation, cycloaddition and C[triple bond, length as m-dash]C triple bond scission.

The reactions of terminal acetylenes with doubly Lewis base-stabilised diborenes resulted in different outcomes depending on the nature of the ligands at boron and the conformation of the diborene (cyclic versus acyclic). N-heterocyclic carbene (NHC)-stabilised diborenes tended to undergo anti-selective hydroalkynylation at room temperature, whereas [2 + 2] cycloaddition was observed at higher temperatures, invariably followed by a C-N bond activation at one NHC ligand, leading to the ring-expansion of the initially formed BCBC ring and formation of novel boron-containing heterocycles. For phosphine-stabilised diborenes only [2 + 2] cycloaddition was observed, followed by a rearrangement of the resulting 1,2-dihydro-1,2-diborete to the corresponding 1,3-isomer, which amounts to complete scission of both the B[double bond, length as m-dash]B double and C[triple bond, length as m-dash]C triple bonds of the reactants. The elusive 1,2-isomer was finally trapped by using a cyclic phosphine-stabilised diborene, which prevented rearrangement to the 1,3-isomer. Extensive density functional theory (DFT) calculations provide a rationale for the selectivity observed.

Bithiophene-Cored, mono-, bis-, and tris-(Trimethylammonium)-Substituted, bis-Triarylborane Chromophores: Effect of the Number and Position of Charges on Cell Imaging and DNA/RNA Sensing.

The synthesis, photophysical, and electrochemical properties of selectively mono-, bis- and tris-dimethylamino- and trimethylammonium-substituted bis-triarylborane bithiophene chromophores are presented along with the water solubility and singlet oxygen sensitizing efficiency of the cationic compounds Cat1+ , Cat2+ , Cat(i)2+ , and Cat3+ . Comparison with the mono-triarylboranes reveals the large influence of the bridging unit on the properties of the bis-triarylboranes, especially those of the cationic compounds. Based on these preliminary investigations, the interactions of Cat1+ , Cat2+ , Cat(i)2+ , and Cat3+ with DNA, RNA, and DNApore were investigated in buffered solutions. The same compounds were investigated for their ability to enter and localize within organelles of human lung carcinoma (A549) and normal lung (WI38) cells showing that not only the number of charges but also their distribution over the chromophore influences interactions and staining properties.