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Objective: to map the scientific literature on the validity of instruments for evaluating the quality of services provided in primary health care for chronic diseases related to systemic arterial hypertension, diabetes mellitus, leprosy and tuberculosis., Method: scoping review, following the Joanna Briggs Institute method and described in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. 13 databases and gray literature were included. The selection of studies was carried out after removing duplicates and individual and paired evaluation. The data was extracted based on an elaborate script and presented in tables and charts., Results: the analysis of 28 selected studies showed that the majority were from Brazil, followed by China and Malaysia. Almost half of the validated instruments were generic, and the specific ones covered the evaluation of diabetes mellitus and leprosy. The types of validation carried out were content and construct., Conclusion: there is a need to construct specific instruments due to the scarcity of studies on the process of validating instruments for evaluating the quality of services provided by primary health care for chronic diseases., Highlights: (1) Validated instruments for evaluating services in chronic diseases.(2) Possibility of carrying out new studies on adaptations of PCAT and PACIC.(3) No evaluation was identified for minors under 18 years of age with chronic diseases.(4) Use of a generic instrument to evaluate specific chronic diseases.

Objective: to analyze teachers' conceptions about transgenderity in childhood and to identify the possibilities and limits of working with these children in the school context., Method: a qualitative research study, carried out with 23 teachers from two municipal elementary schools. Semi-structured interviews were used to produce empirical material. As an analytical resource, the content analysis technique, thematic modality, was used., Results: six thematic categories emerged in the set of empirical material: There is transgenderity in childhood; The construction of gender identity and roles in childhood; The experience of trans children in the school context; Trans children: How to deal with?; Discussing the differences in the classroom: Is this the way?; and Dilemmas of school and family interaction. It was found that the gender dichotomy is reinforced in the classroom, causing tensions and stereotyped divisions for male and female roles. Various forms of violence have been reproduced by classmates and teachers, who, due to lack of knowledge or to unpreparedness, reinforce concepts and attitudes that lead to the maintenance of exclusion., Conclusion: the schools find it difficult to promote the inclusion of trans children. It is necessary to create strategies aimed at raising awareness and training the professionals who make up the school environment, especially teachers in the initial grades.