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Indigenous peoples have experienced heightened vulnerability during the COVID-19 pandemic and face disproportionately high COVID-19 mortality. To better address these vulnerabilities, it is critical to adapt COVID-19 programmes to the particular needs of indigenous peoples, as articulated by indigenous voices. It is also vital to link up with responses already ongoing and led by indigenous peoples to mitigate this crisis. This SSHAP brief discusses key considerations for COVID-19 response and recovery, with a particular focus on the Amazon region of South America. The considerations in this brief are drawn from a review of evidence and insights provided by indigenous leaders and researchers from several different continents. The considerations are rooted in key principles for indigenous community engagement, as articulated by indigenous peoples and organisations. This brief may be of interest to health and development policymakers and practitioners working in indigenous communities and territories and can be read in conjunction with the SSHAP background report on ‘Indigenous Peoples and COVID-19.’

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Linguística, Português e Línguas Clássicas, Programa de Pós-Graduação em Linguística, 2020. Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) A presente pesquisa é um estudo sobre as competências linguística, comunicativa e interacional de alunos do Ensino Médio e sobre as ações de estabelecimento de hierarquização sociolinguística na sala de aula em uma escola pública localizada em Ceilândia – DF, com foco no conhecimento da variação linguística e na consciência sobre ela nas aulas de Língua Portuguesa como meios de ampliação dessas competências. Tem o objetivo de verificar como a conscientização sobre a variação linguística colabora com a ampliação das referidas competências em alunos do 3o ano do ensino médio público e como a consciência sobre tal fenômeno interfere em suas relações sociais mediadas pela linguagem. Esta pesquisa apresenta como eixo teórico norteador a Sociolinguística, sobretudo em sua vertente educacional, tomando como base para direcionar nossas reflexões os trabalhos de Bagno (2002; 2003; 2007; 2015; 2017), Bortoni-Ricardo (2004; 2005; 2008; 2014), Erickson (1987), Hymes (1972;1986), Labov (2008), Mollica (2010), OCEM (2006), Scherre (2005), Travaglia (2008), Young (2008), entre outros. A metodologia adotada é de base qualitativa interpretativista apoiada em métodos da etnografia para a geração dos dados e utiliza como técnicas a observação participante, anotações de campo e realização de entrevistas semiestruturadas com os alunos e o professor de Língua Portuguesa. A partir da análise dos dados, constatamos que a sala de aula pesquisada apresenta variação linguística diatópica, em virtude de os estudantes provirem de regiões distintas como Nordeste, Centro-Oeste e Sudeste, ou descenderem de nordestinos, nortistas, centro-oestinos e sudestinos. A ideologia linguística é muito presente na sala de aula e faz com que alguns estudantes nascidos no DF apresentem comportamentos intolerantes com os dialetos dos colegas, sobretudo com o dos baianos. A relação interacional que se dá entre os discentes é de hierarquização em que os alunos nascidos no DF se veem em posição de superioridade em relação aos colegas baianos e mineiros. O professor colaborador da pesquisa demonstra ter conhecimentos sobre os construtos teóricos sociolinguísticos e trabalha a variação linguística por meio de textos, atividades, vídeos, poesia, explicações, porém, de forma pouco exploratória. Constatamos que o professor não atenta substancialmente para a variação linguística em sala de aula, e apresenta uma visão sobre a variação linguística em classe com alguns vestígios ideológicos, entendendo que os alunos devem se aproximar ao máximo da variedade culta da língua, e que aqueles que vêm de outras regiões abrem mão dos seus dialetos em detrimento do dialeto local, para se adequarem e serem aceitos pelos grupos de alunos nascidos no DF por considerarem seus dialetos inferiores. The present research is a study on the linguistic, communicative and interactional skills of high school students and on the actions of establishing sociolinguistic hierarchy in the classroom in a public school located in Ceilândia - DF, focusing on the knowledge of linguistic variation and awareness of it in Portuguese language classes as a means of expanding these skills. It aims to verify how awareness about linguistic variation collaborates with the expansion of these skills in students of the 3rd year of public high school and how awareness about such phenomenon interferes in their social relations mediated by language. This research presents Sociolinguistics as the theoretical guiding axis, especially in its educational aspect, taking as a basis to direct our reflections the work of Bagno (2002; 2003; 2007; 2015; 2017), Bortoni-Ricardo (2004; 2005; 2008; 2014 ), Erickson (1987), Hymes (1972; 1986), Labov (2008), Mollica (2010), OCEM (2006), Scherre (2005), Travaglia (2008), Young (2008), among others. The adopted methodology is based on a qualitative interpretative basis supported by ethnographic method for generating information and uses participant observation, field notes and semi-structured interviews with students and the Portuguese language teacher as techniques. From the information’s analysis, we found that the researched classroom has diatopic linguistic variation, due to the fact that students come from different regions such as Northeast, Midwest and Southeast, or descended from Northeastern, Northern, Central-Western and Southeastern countries. The linguistic ideology is very present in the classroom and makes some students born in the DF show intolerant behavior with the dialects of their partners, especially with that of the Bahians. The interactional relationship that occurs between students is hierarchical, in which students born in DF see themselves in a superior position in relation to their colleagues from Bahia and Minas Gerais. The collaborating teacher of the research demonstrates knowledge about the theoretical sociolinguistic constructs and works with linguistic variation through texts, activities, videos, poetry, explanations, however, in a little exploratory way. We found that the teacher does not pay much attention to linguistic variation in the classroom, and presents a view on linguistic variation in class with some ideological traces, understanding that students should approach as much as possible the cultured variety of the language, and that those who they come from other regions, they give up their dialects to the detriment of the local dialect, in order to adapt and be accepted by groups of students born in the Federal District because they consider their dialects to be inferior.

This study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising 8335 dyslexic readers, 14,083 age-matched controls, and 921 reading-matched controls). A random-effects model analysis indicated a large impairment in speeded RAN in individuals with dyslexia compared with age-matched controls (d = 1.19) but a similar performance when compared with reading-matched controls (d = 0.13). In addition, dyslexic readers presented a deficit in discrete-naming formats (d = 0.74), although the deficit in serial RAN was notably larger; hence, adding seriality is particularly detrimental for these readers. The deficit appears to span all stimulus types (alphanumeric and nonalphanumeric), indicating that processes beyond letter processing are responsible for the delays and are independent of set size. Poor RAN is a long-term and universal symptom of dyslexia, and the transparency of the writing system does not influence its severit Fundacao para a Ciencia e a TecnologiaPortuguese Foundation for Science and Technology [IF/00533/2015]