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In this article, we focus on a set of remote activities regarding simulated juries, judges' evaluations, communication of verdicts, and a post-discussion conversation. These activities aimed to promote learning of the preservice teachers about the differences between remote and in-person teaching in a chemistry teaching methods course. The set of activities was developed at the beginning of the course, during the Pandemic COVID-19, and the interchanging of roles was applied by the teacher educator. These structured activities were accomplished through the preservice teachers' interactions and their interactions with the teacher educator by means of arguments, explanations, dialogues, and injunctions. We used a multi-level method for discourse analysis to map, sample, and analyze virtual interactions, which afforded the following results: 1) the preservice teachers strongly engaged in the remote activities and constructed arguments and counterarguments in the simulated jury activities, showing active roles as knowledge producers in all set of activities; 2) several themes and subthemes were developed; 3) the teacher educator assumed the roles of instructor, manager of the discussions, and commentator; 4) the preservice teachers evaluated positively their experience with the set of activities; 5) the application of the multi-level method allowed us to make explicit the discursive moves of the participants and a model for the simulated juries and related activities.

This exploratory study focuses on changes in the accomplishment of requests by an adult English as an additional language speaker/ learner interacting on WhatsApp for nine months. The analysis follows a microanalytic approach to digital interaction informed by recent developments within longitudinal conversation analysis. It unpacks the array of semiotic and interactional resources that the focal learner employs to make class-related requests to the teacher. Longitudinal comparison of four request sequences over time suggests that the differences in how the requesting posts are designed and responded to index both increased interactional competence to accomplish requests in English on WhatsApp as well as evolving socio-interactional ties between the learner and the teacher. Despite the popularity of text chats, only a handful of studies have investigated how the practices employed by additional language learners to engage in text chat interaction change over time and this work has not focused on naturally occurring interactions. The present study thereby contributes new understandings to text chat interaction with additional language speakers and to longitudinal research on interactional competence development in online settings.

Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b), participants' interactional practices for managing epistemic stances in online searches remains largely unexplored. This paper examines how an intermediate-level learner of English jointly managed epistemics with a tutor in a text-and-voice teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent epistemic asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and display affiliation during online searches. Findings reveal that epistemic stance management is a prominent aspect of the IC involved in online search sequences. For example, during an online search, the tutee demonstrates his IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affiliative resources such as laughter and a term of endearment to delicately manage disaffiliation. By focusing on the management of epistemic stances during online searches, this study informs the use of online searches in L2 learning activities to foster opportunities to perform stance-taking practices as part of the learner's IC.

The debate around standardized assessments became a global agenda imposed by multilateral organizations. These tests, in the neoliberal context, impose an impoverishment of the curriculum and also strong control over the teaching work. On the other hand, it also causes resistance from social movements. This paper addresses this process of disputes for hegemony in the context of early childhood education in Brazil within the last few years. This research analyses the protagonism of the Inter-Forum Movement of Early Childhood Education in Brazil (MIEIB) in the context of the Workers' Party administrations (Lula and Dilma). During this period, the movement had an amicable relationship with the federal administrations, which opened discussions about different ways to evaluate educational quality, based on the discourse of the right to education. Currently, this democratic dialogue no longer exists and the relations between the movement and the federal administration has become antagonistic, as the Bolsonaro administration wishes extend tests to early childhood education.

This article discusses the interpretive gestures of LGBT subjects and their identification processes. It also performs a discursive listening of their statements about themselves and conditions of production and analyzes the processes by which subjects and meanings are (un)done, considering the constitutive heterogeneity of the statement. We then pose the questions: How do LGBT subjects produce statements about themselves? What meanings are evident when they are invited to talk about their experiences? What does it mean to be part of this group? The main theoretical framework was based on the works of Michel Pêcheux (1997, 2024), among others. The empirical work involved semi-structured interviews addressed to two gay men, a bisexual woman, and a non-binary transvestite who identified herself as pansexual, aged between 20 and 50 years. We conclude that, affected, in a contradictory and tense way by normativity and by the insistence to exist despite it, the subjects are constituted from their identification, or not, with circulating knowledge in antagonistic discursive formations that are a manifestation of an ideological formation of customs. From the relation of forces between the discursive formations, effects of purge, curtailment, hope and humanity resonate.

In this study, we examined the use of compliments, self-praise, and self-denigration, as exchanged among nonnative English users. This was part of participation in an online cross-cultural exchange project (Ibunka 2019), which involved learners from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). The aim of the study was two-fold: first, to contribute to the burgeoning research on the three speech acts in online settings; second, to unravel how the project participants -- as nonnative users -- managed to build and sustain rapport/comity via these social acts, despite their assumed linguistic deficiency. The study's data were extracted from a corpus of 2055 posts and comments ([approximately equal to] 368654 words) and analysed in terms of: distribution (1105, 301, and 361 tokens were identified, respectively), topics (core vs. peripheral), sequential organisation (vertical vs. horizontal), and rapport/comity building potential. The findings were extensively discussed in light of the existing literature, especially relative to social networking sites. Some of these findings are of a particular interest to English language teachers, namely: using linguistic proficiency and incompetence as topics for the three speech acts and the latter deployment as metacomments and message openers/closers as well as for the management of relational work.

The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin, 1981) in the didactic materials produced. Results have indicated that the discourse genres selected (Bakhtin, 2003/1979 apud Tilio, 2017) and the set of activities developed are permeated by social voices (Bakhtin, 1981) that promote decolonial dialogues in the English language classroom.

Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other's languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed.

In this article we present a reflection about the meaning attribution to the mathematical object "exponential function" that emerges from two mathematical modeling activities. The theoretical framework of the text contemplates considerations on Mathematical Modeling and elements of semiotics as theorized by Charles Sanders Peirce. The empirical research refers to the development of two modeling activities carried out by different groups of students. We analyzed the interpretant signs produced by students working in groups on two activities. The analysis indicates that exponential function meaning in mathematical modeling activities is associated with the "familiarity" that the interpreter reveals to have in relation to the object; the interpreter's "intention" in signifying the object; the identification, by the interpreter, of the possibility to refer to the object in other circumstances or in future situations; and the "collateral experience" of the interpreter with the object. In addition, the significance of the exponential function in modeling activities is also associated with the specificities of the problem as well as with the pertinent systems of practices and contexts of use of this function.

In this article we approach the problem of identification and recognition of argumentation by teacher educators of a physics undergraduate course of a large university in the southeast of Brazil. Our proposed markers criteria, such as "opposing" of ideas and "reciprocal justifications" were partially validated by the investigated teacher educators in conducted interview processes. Most of them mixed aspects of argumentation with explanation and others offered alternative visions of argumentation in science teaching. These results are problematic since changes in basic education passes through the formation and education of new teachers and in-service teachers in teachers' science programs. Implications of the study are raised as well the need to clarify more to the community of teacher educators the nature of argumentation and how it differs from explanations.

Teacher training on environmental education (EE) is a key element of promoting the restoration of ecological systems and insuring inclusive and equitable human development. Science and biology teachers play a significant role in favoring EE at Brazilian schools. This study investigates the presence of EE in the curriculum and aims to interpret the meanings of EE expressed in the discourse of students who are training to be biology teachers at a Brazilian public university, considering recent, related education legislation. The theoretical and methodological framework of French Discourse Analysis was adopted to identify social, political, and cultural influences expressed in the students' discourse. The discourse data comprised responses from voluntary undergraduate students to a semi-structured questionnaire. Most of the study participants claimed to have had contact with EE in their tertiary education and revealed multiple perceptions regarding this theme. The majority of the discourses indicated that EE meanings are restricted to conservation or preservation, and some indicated confusion regarding the purposes of both EE and ecology disciplines. There was little data indicating an association between EE and socioeconomic issues, which would be expected in terms of the more encompassing and interdisciplinary approaches recommended by legislation. The curricular matrix of this undergraduate course showed a predominance of hours devoted to courses that discuss the environment from the biological perspective in contrast to a small number of courses that discuss and promote EE from other perspectives. In addition, undergraduate students claimed that they had little contact with recent EE legislation. This scenario, reinforced by the naturalistic foundation discourse of EE in Brazil, probably affects the constitution of the discursive memories of these students, their discourses, and their future pedagogical practice. Recommendations are made in order to foster the development of citizenship at schools and to prevent the silencing of issues such as the conflicts and risks associated with environmental problems.

The aim of this article is to present a case study of an innovative school and illustrate how social aspects, in their subjective dimension, participate in educational innovation. According to the theoretical propositions from González Rey's cultural-historical theory of subjectivity, social aspects in the life of groups, institutions, communities, and social spheres in general, are expressed as subjective production, constituting what is called social subjectivity. We will focus on this category for our study of educational innovation, which is understood as the implementations of changes in the school setting. We carry out research in an innovative Brazilian school using Qualitative Epistemology for the study of subjectivity, and research tools such as documents, conversational dynamics, and questionnaires with directors, teachers, parents, and students as well as observations and informal chats by the researcher in the school's daily life. The creation of indicators and hypotheses allowed us to demonstrate a set of representations, values, beliefs, and emotions which are subjectified in different ways by individuals and groups, and which permeate their actions and interactive exchanges and contribute to understanding the innovation process that characterises the school.

There are primarily two discourses on slang: one is based on the Linguistic Purism View (slang is seen as an ugly, poor and/or dirty vocabulary); and on the other hand, the Socio-historical-cognitive view understands slang as a rich component of language (BARRA, 2007; MATTIELLO, 2005; ZARBALIYEVA, 2012). Taking this into consideration, this qualitative and hermeneutic study aims at investigating which ideology lies in the discourse of two high school English teachers in Brazil. Furthermore, the focus of this study is also on investigating the possible implications of that ideology for the English classes in the Brazilian context. For the aforementioned purposes, the teachers were interviewed and their discourses were analyzed under the Critical Discourse Analysis approach (MACHIN; MAYER, 2012), more specifically based on the Sociocognitive approach (WODAK & MEYER, 2009). Results show that the teachers' discourses are shaped by both perspectives (Linguistic Purism and Socio-historical-cognitive perspective). As a consequence, the use and the teaching of slang in Brazil are limited because of several reasons, especially concerning its semantic field.

Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered (coteaching/cogenerative dialoguing) setting of one Brazilian teacher education program in terms of changing societal relations. We draw on Vygotskij, Leont'ev, and Dewey's ideas on development. The results exhibit the experience of teaching generally and the extant societal relations specifically as the condition for teacher development. Implications for teaching education programs are discussed.

This article presents some of the results of a qualitative research project about the influences of the pedagogic strategies used by a mediator (graduate student in applied linguistics) in the supervision process of a Teletandem partner (undergraduate student in languages) on her pedagogical practice. It was done within the project "Teletandem Brazil: foreign language for all". Based on the reflective teaching paradigm and collaborative language learning, with special emphasis on tandem learning, we analyzed the contributions of the collaborative relationship established between the graduate student and the student-teacher in her first teaching experience. The results bring about implications for the field of language teacher education in a perspective of education within practice, evidencing the experience of collaborative learning in teletandem as an opportunity for reflective teacher education of pre-service teachers.

This study aims at reflecting upon the Brazilian higher education situation in a context of deep change regarding the contemporary way of life. This study stems from evidence generated from field research. The expansion of the higher education system in Brazil, for historical, political and economic reasons, has taken place mainly by means of private institutions following logic close to a market one, according to some theoreticians. The general objectives of this paper are to reflect upon the situation of the Brazilian higher education at the end of the first decade of the 21st century and to investigate the advances of the "research is learning itself" (Lucchesi, 2002) paradigm from its conceptual set through an analysis of the official discourse from higher education institutions. This paper aims at verifying whether such discourse has been translating the intention of rendering such paradigm concrete. By means of the analysis of the discourse manifested at advertising messages from the private higher education institutions, this study aims at understanding what they now believe to be the model for teaching and learning capable of meeting the Brazilian youth's needs. The authors have observed that the relationship between teaching and learning is promised by the private higher education institutions. Therefore, the scope of this study is the persuasive content of the message from the private higher education institutions to conquer new students. (Contains 2 tables and 23 footnotes.)

In times of several criticisms of free public schooling and resistance to social and authorial transformation of teacher and teaching education, a dialogical and critical perspective towards teacher education has become of paramount relevance. By looking at student-teacher memoirs of formation, the researchers examine transformative movements of becoming, in student-teacher narratives in apprenticeship, in public schools of Rio de Janeiro. By aligning critical pedagogy to a socio-interactional perspective to narrative discourse of formation, we examine how student-teachers, in process of becoming teachers, view their transformative experiences in public schools during their apprenticeship. Although students depict resistance and difficulty in understanding their own roles, the place of teaching practice, as well as the role of the public schooling in Rio de Janeiro, our data demonstrates the transformation of their prejudice and pre-conceived notions of public schooling and teaching into a proactive and transformative understanding of students' social role as teachers to be. Another key element which we can draw from our discursive analysis, as part of student-teacher reflection and evaluation, is the demonstration of the significance of the institutional roles of public school as a means of providing equal access to free education. Finally, the results indicate that the development of critical knowledge by all students can be considered as an equal civil right and a State obligation as reflected through the narratives analyzed in this paper.

The global dominance of English as the principal language of international interchange in the teacher education field has, perhaps, diverted English-speaking scholars from the task of reviewing discourses in non-English languages. Taking as its focus the issue of professional knowledge in ITE, the present article considers scholarship predominantly of Spanish origin--to a lesser extent Portuguese and Latin American also--in an effort to begin to form an understanding of both historical antecedents and more recent approaches to professional knowledge in a Hispanic context. While the remit of the present article is one of introducing the work and ideas of significant scholars, it ends in pointing towards the need for further research in seeking to identify more fully what might be distinctive about the Hispanic contribution to a global discussion in the face of new 21st-century realities in teacher education and society more generally.

This paper focuses on Luan's race performances both on the web and in classroom interaction. Luan is a black young man, who identifies himself as gay. The study is part of a multi-sited ethnographic piece of research on a group of high-school students in the state sector, in the "periphery" of a town on the Rio de Janeiro State north coast, Brazil. The paper is guided by performance and entextualization theorizing. The analysis draws attention to the circulation of racial identity signs, intersected with gender/sexuality meanings, bringing to light what we call creative entextualizations, i.e., the gaps Luan finds to re-organize the meanings in the discursive practices in which he is engaged. The analyses point to positionings and innovative identity performances which come up in conjunction with essentialized views, always perceptible amidst struggles and disputes. Because it draws attention to mobile lives in the "periphery," this study may be said to explode the traditional boundaries between "center" and "periphery."

This paper furthers current analysis of anti-racist, critical multicultural, and decolonial educational reforms in Brazil through a focus on the significant role played by post-racial ideology, black politics, and racial literacy in policy design and implementation. The paper first details the ways in which post-racial commonsense and anti-black racism have been central to the Brazilian social formation and continue to constitute crucial obstacles to fundamentally reshaping the curriculum, educational institutions, educators' racial literacy, and classroom pedagogies. The article then contends that understanding the politics of race and education in Brazil necessitates acknowledging emergent anti-racist policies and discourses as the product of decades of black political struggle by activists, educators, and community organizations to make racism and racial inequality public issues. In this way, the policy documents and discourses shaping recent educational reforms in Brazil should be understood as political interventions within a particular historical conjuncture and racial formation. Such an analysis reveals contemporary black Brazilian efforts in education as mobilizations that go beyond a "politics of identity," recognition and apolitical multiculturalism and towards building more transformative anti-racist and decolonial proposals that directly challenge the nature and effects of anti-black racism in society.

The article discusses the extent to which multiculturalism has had an impact in the emerging reforms in higher education in Brazil, against the backdrop of the rise of a new non-Conservative, Labour-oriented government whose political agenda is marked by a discursive stand against conservatism, neo-liberalism and neocolonialism. Building on a post-colonial critical multicultural approach and on the need to include ideology in discussions concerning educational reform, it argues that educational policies should work towards valuing cultural diversity and challenging discriminatory practices without falling into dichotomies that freeze subject and institutional identities and fail to consider their mobility, hybridization and contingency. It then proposes alternative perspectives to consider future policies in education that take multiculturalism on board in a transformational perspective.

Aiming at identifying the relationship between the elderly patient facing drug prescription and health professionals, an exploratory and descriptive study of a qualitative cut was carried out using semi-structured interviews. To this end, the Collective Subject Discourse analysis technique was employed. Thirty elderly patients living in the urban area of Maring (Paran State, Brazil) were sampled. They were interviewed from February 25 to March 22, 1998 and selected from the Co-participatory pharmacy database of the Department of Pharmacy and Pharmacology, Universidade Estadual de Maring. The finding supplied eleven central Collective Subject ideas, with different discourses. The rich material provided by the study allows better understanding of the factual reality of the elderly facing drug prescription and their relationship with health professionals. (Contains 1 footnote, 5 charts, and 4 tables.)

Examines the Brazilian Portuguese use of verb tenses in oral narrative episodes as a device to mark certain utterances that have a cohesive function in relating the episode to the overall purpose of the narrative, facilitating the listener's interpretation of the discourse in a global fashion. (CB)

Social media is increasingly viewed as a game changer in political struggles worldwide. Yet, even as its global reach and impact are now evident, its mechanisms of legitimation of organisations and public policies are still unexplored. This article discusses 'communicative situations' (Van Dijk, 2015) extracted from social network platforms concerning the dispute for the (de)legitimation of public universities in Brazil during the campaign and administration of a far-right government. Applying critical discourse analysis, we show the implications of the communication architecture of these platforms for the processes of discursive legitimation. Interactions driven by social identification change the text to be consumed by subsequent users, shifting the debate from technical to identity-based argumentative topos. Our contribution is two-fold: (1) we explore the struggle for legitimacy in the open channels of social media, where the institutional environment cannot suppress deviant opinions and highlight the politics of legitimation; and (2) we demonstrate how actors can legitimise the disinvestment in higher education, before managerial decisions reach universities, through discourses that would not be immediately associated with neoliberalism such as moral conservatism. [ABSTRACT FROM AUTHOR]

The 2022 presidential election in Brazil involved two radically different candidates but with broad similarities in their populist discourse and communication strategies. The electoral campaign and the results polarized the country between the supporters of the outgoing president, Jair Bolsonaro, and the incoming one, Lula da Silva. This article analyzes the two television debates that took place in the second round of the presidential election in October. The interventions of the candidates have been studied using the methodology of critical discourse analysis applied by Hawkins (2010). The goal is to discover the degree of populism present in the candidates' discourse in the two debates studied. The results show evidence of the highly populist nature of the discourse of the two leaders in both television events. This characteristic, as well as other important aspects of the campaigns and the narrow margin of Lula's eventual victory, may explain the level of polarization evident in the country. It may also be the reason behind the rejection of the election results by the followers of Bolsonaro and their protest against the change in president. [ABSTRACT FROM AUTHOR]

In this paper, I analyse Brazilian foreign policy with special attention to change from Americanism to Globalism in the early 1960s. This article argues that such change happened amid a crisis of ontological security. Traditional diplomats were supporters of Americanism, whereas some intellectuals and politicians came up with Neutralism, an alternative foreign policy discourse. They upheld different narratives of Brazil's identity, whether as a Western country or a bridge between developing nations and the West. I will argue that diplomats did solve such critical situation and regain control over Brazilian foreign policy's formulation and implementation. They did so by deactivating parts of Neutralism and carving out Globalism, which would become the new hegemonic foreign policy discourse. [ABSTRACT FROM AUTHOR]

Objective: to know the discourses attributed by students entering the Bachelor's course in Nursing to the epistemic units health and disease. Method: exploratory-descriptive, qualitative approach. The research was conducted with 29 beginners of the Bachelor's degree in Nursing at a public university located in the city of Boa Vista, Roraima state. The strategy for data production was the Dramatic Play using the image inducer. The raw data were recorded by scribes during class and analyzed according to the speech. Results: known discourses involved health, social determinants of health, diseases, nursing performance in health-disease processes and expanded discourses on the Unified Health System. Final considerations: through the dramatic play, the nursing freshmen highlighted discourses on health promotion, disease prevention, social elements in health interface, nursing know-how and expanded reflections on health system. [ABSTRACT FROM AUTHOR]

Brazilian mental health focuses on the social determination model within mental health policies and interventions to address mental and social suffering as resulting from social exclusion and structural violence. Structural concerns focused on class stratification and socioeconomic inequalities overweight cultural ones in Brazilian mental health. In this article we examine, first the role of culture and interculturality in mental health practices and mental health guidelines for health professionals continuing training in Brazil. Second, we explore interviews with health professionals around Continuing Education in Health provided by mental health collaborative care initiatives within primary health care as illustration of a local practice of structural competency in mental health. Finally, we examine the central role played by the practices of territorialisation in shaping health care training and care interventions. The focus on the territory can promote critical apprehensions of the intercultural and structural factors that shape health practices, enrich health professional education oriented towards the basic tenets of social medicine and provide global discussions around structural competency with innovative ways of thinking about health education, health care and spatiality. We believe that our results may be useful for comparing structural competency training initiatives in global health. [ABSTRACT FROM AUTHOR]

Objective: to analyze nurses' discourse about the potentialities in using information technologies as organizational support for the COVID-19 coping actions in Primary Health Care. Method: a qualitative and exploratory study conducted in the Family Health Strategy units from the city of João Pessoa, Paraíba, Brazil. Data collection was carried out from September to November 2021 with 26 nurses selected through the snowball technique, resorting to a semi-structured interview script. The empirical material was organized in the Atlas.ti 9 software and grounded on the theoretical- methodological contribution of Discourse Analysis, French Line. Results: three discursive blocks were evidenced: innovation based on social media; health education actions; resoluteness in organizational actions, presenting the relevance of the WhatsApp®, Instagram® and Facebook® apps as strategic resources, in order to collaborate in the Primary Health Care are with the organization of health actions against COVID-19 by nurses. Conclusion: health units have the potential to strengthen the assistance provided through digital organizational devices; however, they need political support that invests in the structure and strategies to enhance organization of the health actions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Bioetica is the property of Conselho Federal de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Development and implementation of effective protected area management to reduce deforestation depend in part on identifying factors contributing to forest loss and areas at risk of conversion, but standard land‐use‐change modeling may not fully capture contextual factors that are not easily quantified. To better understand deforestation and agricultural expansion in Amazonian protected areas, we combined quantitative land‐use‐change modeling with qualitative discourse analysis in a case study of Brazil's Jamanxim National Forest. We modeled land‐use change from 2008 to 2018 and projected deforestation through 2028. We used variables identified in a review of studies that modeled land‐use change in the Amazon (e.g., variables related to agricultural suitability and economic accessibility) and from a critical discourse analysis that examined documents produced by different actors (e.g., government agencies and conservation nonprofit organizations) at various spatial scales. As measured by analysis of variance, McFadden's adjusted pseudo R2, and quantity and allocation disagreement, we found that including variables in the model identified as important to deforestation dynamics through the qualitative discourse analysis (e.g., the proportion of unallocated public land, distance to proposed infrastructure developments, and density of recent fires) alongside more traditional variables (e.g., elevation, distance to roads, and protection status) improved the predictive ability of these models. Models that included discourse analysis variables and traditional variables explained up to 19.3% more of the observed variation in deforestation probability than a model that included only traditional variables and 4.1% more variation than a model with only discourse analysis variables. Our approach of integrating qualitative and quantitative methods in land‐use‐change modeling provides a framework for future interdisciplinary work in land‐use change. [ABSTRACT FROM AUTHOR]

This work aims to understand the path of environmental education (Sauvé, 2005) that is mobilized in the environmental education policies of Brazil and Colombia, as well as the disputes that took place for its elaboration. We analyze institutional documents, for Brazil Law 9,975 of 1999, decree 4281 of 2002 and the National Program of EA (ProNEA 2003, 2005, 2014); and for Colombia the general guidelines for an environmental education policy (1995), and law 1549 of 2012 that consolidates the environmental education policy (2002). Present a history of the construction of these programs, and an analysis of the concept of Environmental Education present in their discourse. We highlight the predominance of critical perspective in Brazil and a Systemic one in the case of Colombia, in addition to the presence of other currents of the area as a political strategy and negotiation with other political and ideological sectors. [ABSTRACT FROM AUTHOR]

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dilma Rousseff's second term as president of Brazil, slated to run from 2015 to 2019, was curtailed by her impeachment amid a systemic crisis in which the São Paulo business elite, represented by the Federation of Industries of the State of São Paulo (FIESP), the major Brazilian business association, played an active political role. In order to understand FIESP's behavior, its official notes and releases were assessed by political discourse analysis with regard to actors and institutions, both mobilized and articulated, as well as elements of interest and opinions. Our findings indicate FIESP's leading role in the pro-impeachment movement, the strengthening of institutionalized state-corporate channels, the strategic use of different discourses to co-opt political capital, the demonization of the progressive Workers' Party (PT), and the promotion of distrust in all that is political. Our analysis also revealed social manipulation by business elites through their control of the mass media. [ABSTRACT FROM AUTHOR]

Copyright of Revista Família, Ciclos de Vida e Saúde no Contexto Social (REFACS) is the property of Universidade Federal do Triangulo Mineiro, Instituto de Ciencias da Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: to analyze the nurses’ discourses about the actions and strategies of care for the elderly with tuberculosis in primary health care services. Method: exploratory study, with qualitative approach, developed in the municipality of João Pessoa, Paraíba. Nurses working in Primary Health Care and who assisted elderly people diagnosed with tuberculosis in the municipality were included in the study. The empirical data were analyzed using the theoretical analytical device of the Discourse Analysis of the French matrix. Results: it was evidenced that the effective implementation of active search, incentives, home visits, comprehensive care for the elderly, health education and exams favor the control of the disease, in addition to the therapeutic adherence of the elderly. Final considerations: the nurses’ discourses elucidated that professionals should rethink how they are producing care for the elderly, especially those with tuberculosis, because this population lacks specific attention, with their own singularities. [ABSTRACT FROM AUTHOR]

Objective: to understand the perspective of health professionals on the concepts of Clinical Economics and Patient Advocate. Method: a qualitative study with health professionals. Data were collected in June/2017 from the question: What is your perception of the concept of Clinical Economics and Patient Advocate? Qualitative data were analyzed using the Collective Subject Discourse. Results: the speeches pointed out that it deals with innovative, challenging and applicable proposals for nursing and health care. Patient Advocate and the Clinical Economics concept can support the decisions of the health team/service managers. The ideas can enhance the integration of the teams, resolve conflicts, bring together different professional categories and mitigate the risks of legal, financial and ethical responsibilities regarding health care. Conclusion: the concepts was understood as fundamental and applicable, since the organization survive with adequate human, financial and material management. [ABSTRACT FROM AUTHOR]

Grounded on the dialogical perspective of language and the critical approach to the study of language teacher emotions, this paper aims to discuss the emotions of an English teacher in her remote teaching experience in the context of the COVID-19 pandemic. We present a case study based on the discourse analysis of the teacher's experience report during her participation in a roundtable discussion about English teaching in pandemic times. The online event took place in the first semester of 2020, during the University Week of a college located in the countryside of Ceará State, Brazil. Considering the concrete context and the broader contexts of discursive production, our analysis of the teacher's utterance indicates the predominance of emotional distress in power relations, especially, with academic, pedagogical, and legislative discourses. Notwithstanding, she reveals self-confidence in face of the demand for frequently using the computer and WhatsApp in remote language teaching. [ABSTRACT FROM AUTHOR]

Objective: highlight health inequalities of homeless adolescents based on the conceptual framework of social determinants of health. Method: this is a convergent parallel mixed-methods study. The population consisted of adolescents who are homeless, with purposeful sampling and data saturation. Quantitative data were obtained with a questionnaire and qualitative data through semi-structured interviews. Results: 19 homeless adolescents participated in the study, 13 (68.4%) aged 16 to 19 years; 11 (57.9%) were male, 3 (15.8%) were female, and 5 (26.3%) were transgender adolescents. Participants experienced different levels of exposure and vulnerabilities to conditions that affect health and were directly related to intermediate determinants of health. Conclusion: this study provides an understanding of the inequalities related to the health of homeless adolescents and shows evidence that supports strategies to promote equity and dignity in health care. [ABSTRACT FROM AUTHOR]

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Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Infant feeding practices are determined not only by biological and developmental needs, by also by psycho-affective, socioeconomic, and cultural factors, which have received limited research in Brazil. Objective: Understand the sociocultural and parental aspects that influence infant feeding practices. Method: This is a qualitative study using semi-structured interviews with mothers in two cities in the state of Rio de Janeiro, Brazil, in November and December 2017. The choice of this technique aimed to elucidate the mothers' own reflections on their infant feeding practices. Interviews were conducted until reaching the necessary saturation point for identification of recurrent meanings. Thematic content analysis was performed with the empirical material, using the QRS Nvivo software. Interpretation of the empirical material was based on the theoretical-methodological references of common sense, food culture, meanings, and autonomy. Results: The following categories were identified: food culture, influence of social relations, attributes of ultra-processed foods, and parental aspects. In the current study, the sociocultural aspects that emerged from the mothers' discourse included classification of foods, influence of social actors, and attributes of ultra-processed foods. The parental practices featured parenting behaviors in specific contexts and those inherent to the child. Conclusions: Such aspects influenced food choices and should be acknowledged and understood by healthcare workers in order to empower their role in the promotion of healthy feeding and family counseling. [ABSTRACT FROM AUTHOR]