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Objective: To map care technologies capable of subsidizing safety in the stages of the organ transplantation process. Methods: Scope review developed in five stages through searches in six databases, between October and November 2020. Results: Among the selected publications, 2020 was the year with the highest number of studies (25.92%), the PubMed database had the largest selection of articles (37.03%) and the country with the largest number of publications was the United States (51.85%). As for the care technologies identified, 77.77% were light-hard and 22.22% were hard. Regarding the type of technology, 51.85% are digital, 22.22% machines / equipment, 14.81% predictive models and others related to protocol and robotic technology (11.11%). Conclusion: In relation to the potential of the technologies, they provide monitoring, data tracking, health education, permanent education, rapid and effective communication of organs, as well as quality in the stages of the transplant and safety processes. The impact of this study is the visualization of the panorama of technological development in health in the context of organ transplants, highlighting the areas that are being studied and the problems in this context that are being solved through health technologies. [ABSTRACT FROM AUTHOR]

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Among the possibilities of using Digital Technologies of Information and Communication in education, Educational Robotics has been gaining space, especially by favoring an interdisciplinary teaching and contextualized with reality. However, most of the experiences described are in the form of one-off workshops, with limited duration, with no continuity in the activities developed. This paper presents how a Brazilian municipal public school, which serves students from the first stage of Elementary Education, a pioneer in their municipality to implement Educational Robotics, followed the paths for consolidating this work that has been happening since 2015 in a perspective of continuity and progression of the contents, and as an integrated practice into his Political Pedagogical Project, in addition to investigating, through data obtained in a non-directive interview with the instructor responsible for the classes and semi-structured questionnaires applied to teachers and those responsible for students, how the school community has perceived its impacts. The conclusions indicate positive results in student learning and that the pedagogical practices developed can contribute, in a relevant way, to different aspects of development in an integral perspective. Still, this research can help other schools that wish to start activities with Educational Robotics. [ABSTRACT FROM AUTHOR]