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Neste artigo tivemos por objetivo analisar as características das Pedagogias decoloniais da militância e como se configuram uma Educação Outra na Associação dos Discentes Quilombolas da Universidade Federal do Pará (ADQ/UFPA). Como metodologia, adotamos a etnografia decolonial, com o corpus da pesquisa construído a partir de observação participante e entrevistas dialógicas. Neste sentido, ao assumirmos uma antropologia comprometida com a vida nos conectamos com a Associação dos Discentes Quilombolas, com suas lutas e suas Pedagogias decoloniais da militância: “Pedagogia da coletividade”, “Pedagogia da solidariedade”, “Pedagogia do respeito” e “Pedagogia da perseverança”.

Objectives: The performance of a new point-of-care CE-IVD-marked isothermal lab-on-phone COVID-19 assay was assessed in comparison to a gold standard real-time reverse transcriptase–PCR method. Methods: The study was conducted following a nonprobability sampling of ≥16-year-old volunteers from three different laboratories, using direct mouthwash (N = 24) or nasopharyngeal (N = 191) clinical samples. Results: The assay demonstrated 95.19% sensitivity and 100% specificity for detection of SARS-CoV-2 in direct nasopharyngeal crude samples and 78.95% sensitivity and 100% specificity in direct mouthwash crude samples. It also successfully detected currently predominant SARS-CoV-2 variants of concern (Beta B.1.351, Delta B.1.617.2, and Omicron B.1.1.529) and demonstrated to be inert against potential cross-reactions of other common respiratory pathogens that cause infections that present similar symptoms to COVID-19. Conclusion: This lab-on-phone pocket-sized assay relies on an isothermal amplification of SARS-CoV-2’s N and E genes, taking just 50 minutes from sample to result, with only 2 minutes of hands-on time. It presents good performance when using direct nasopharyngeal crude samples, enabling a low-cost, real-time, rapid, and accurate identification of SARS-CoV-2 infections at the point of care, which is important for both clinical management and population screening, as a tool to break the chain of transmission of COVID-19 pandemic, especially in low-resources environments.

RESUMO Neste artigo, o objetivo é refletir sobre a emergência de um pensamento pedagógico decolonial na América Latina, tomando por base algumas das principais fontes intelectuais da educação popular nesse continente. Ao entender a educação popular como um “acumulado histórico”, que ao longo dos últimos dois séculos vem se afirmando como um movimento de resistência e um discurso pedagógico em favor dos setores populares, traz-se para debate as contribuições intelectuais do brasileiro Paulo Freire (1921-1997) e do colombiano Orlando Fals Borda (1925-2008). Defende-se a ideia de que a educação popular, em sua trajetória histórica, vem contribuindo significativamente para a emergência de uma pedagogia decolonial, capaz de resistir à subalternização dos conhecimentos e das experiências de sujeitos sociais marginalizados pela modernidade/colonialidade.

Neste artigo objetiva-se debater o significado de pedagogia social, a partir do aporte político-pedagógico e epistemológico da educação popular, bem como refletir sobre os desafios da construção de uma pedagogia social emancipatória na Amazônia, tendo como foco de análise a prática educacional do Núcleo de Educação Popular Paulo Freire (NEP), da Universidade do Estado do Pará (UEPA), com jovens, adultos e idosos. Trata-se de uma pesquisa bibliográfica, com leituras sobre marcos teóricos da pedagogia social e da educação popular, além de estudos realizados sobre as práticas educacionais do NEP/UEPA.

This article aims to discuss the meaning of social pedagogy, based on the political-pedagogical and epistemological contribution of popular education, as well as to reflect on the challenges of building an emancipatory social pedagogy in the Amazon region, focusing on the educational practice of the Núcleo de Educação Popular Paulo Freire, from the State University of Pará, with youth, adults and elderly people. It is a bibliographical research, with readings on theoretical frameworks of social pedagogy and popular education, as well as studies on the educational practices of NEP/UEPA.

The article analyzes possibilities of convergence between popular education and participatory action research, taking as a reference the thought of the Brazilian pedagogue Paulo Freire and the Colombian social scientist Orlando Fals Borda. In particular, it examines these convergences in order to identify elements for the constitution of a decolonial pedagogy in Latin America. It is a research inserted in the field of the comparative history of Latin American social thought, using as primary sources several works of Paulo Freire and Orlando Fals Borda. The article defends the argument that the convergence between popular education and participatory action research is one of the most fruitful, creative and instigating intellectual contributions ever produced in Latin America, capable of pointing to a decolonial pedagogy that confronts intellectual colonialism, Pedagogical traditionalism and the authoritarianism of modern-colonial science.

Resumo O artigo pretende refletir sobre as relações entre o pensamento decolonial e o campo da educação, tomando como base uma etnografia das práticas educativas interculturais desenvolvidas no cotidiano de uma religião de matriz africana na Amazônia, o Tambor de Mina. Os dados deste estudo foram obtidos por meio de uma pesquisa qualitativa, do tipo estudo de caso etnográfico, no qual se realizou observação participante das práticas sociais, religiosas e educacionais do terreiro, entrevistas semiestruturadas com membros da casa, entrevistas etnográficas com entidades espirituais incorporadas em seus adeptos, descrição densa e levantamento de traços da história de vida dos sujeitos. Espera-se, a um só tempo, contribuir para o debate epistemológico centrado no cruzamento entre decolonialidade e educação, bem como discutir, a partir de elementos presentes na prática investigada, a possibilidade de construção de uma pedagogia decolonial na Amazônia que, dentre outros contributos, promova a tolerância na diversidade cultural e religiosa. Palavras-chave: Pedagogia decolonial; Educação; Tambor de Mina; Interculturalidade; Amazônia. Intercultural education in religion of African origin in Amazon: contributions to a Decolonial Pedagogy Abstract The article aims to reflect on relations between the decolonial thought and the education, based on an ethnography of intercultural education developed in the daily life of a religion of African origin in Amazon, the Tambor de Mina. Data from this study were obtained through a qualitative research, of an ethnographic case study type, with participant observation of social, religious and educational practices of the religion, semi-structured interviews with members of the house, ethnographic interviews with spiritual entities incorporated in its followers, dense description and life story of the subjects. It is expected, at the same time, contributing to the epistemological debate centered at the intersection between decoloniality and education, as well as to discuss, from elements present in the investigated practice, the possibility of building a decolonial pedagogy in the Amazon which, among other contributions, promote the tolerance in the cultural and religious diversity. Keywords: Decolonial Pedagogy; Education; Tambor de Mina; Interculturality; Amazon.

Resumo: A miocardite é uma doença inflamatória do miocárdio. Pode‐se apresentar de forma subtil ou fulminante.Apresenta‐se o caso duma mulher de 39 anos com choque cardiogénico no contexto de miocardite fulminante, com necessidade de colocação de membrana de oxigenação extracorporal arteriovenosa como ponte para a recuperação. O estudo etiológico revelou infeção por Legionella pneumophila do serogrupo 1. Após início de antibioterapia com azitromicina endovenosa verificou‐se recuperação da função biventricular. Abstract: Myocarditis is defined as inflammation of the myocardium. The clinical manifestations of myocarditis vary from flu‐like symptoms to fatal fulminant forms.We report the case of a 39‐year‐old woman with a diagnosis of cardiogenic shock caused by fulminant myocarditis. Extracorporeal membrane oxygenation was used as a bridge to recovery.Etiological study revealed Legionella pneumophila serogroup 1 infection.Recovery of biventricular function was seen after treatment with azithromycin. Palavras‐chave: Miocardite, Choque cardiogénico, Legionella pneumophila, Membrana de oxigenação extracorporal, Keywords: Myocarditis, Cardiogenic shock, Legionella pneumophila, Extracorporeal membrane oxygenation

To evaluate the diagnostic accuracy of hysteroscopy at our unit for postmenopausal bleeding, specially concerning proliferative lesions.We analyzed the results of 335 hysteroscopies that were done during the last 8 years in our hysteroscopic unit and we compared the hysteroscopic diagnosis with the biopsy result done during the procedure. Data were group according to pathologic findings in three groups normal, proliferative lesions and benign lesions. Data were analyzed by direct comparison. Sensitivity and specificity were calculated, Kappa index was used to access the inter-rater reliability, and likelihood ratio and the post test probability were used to analyze the true value of hysteroscopy.Women were aged between 36 and 88 years, with an average of 61,5. Histological diagnosis was atrophy in 42,1% patients, polyps in 43,3%, sub-mucous fibromioma in 5%, hyperplasic lesions in 9,6%, half of them being carcinomas. Overall Kappa index for the 3 groups was 0,831 which is in line with excellent agreement. Concerning proliferative lesions (hyperplasia + carcinoma vs carcinoma alone) and comparing to histology, sensitivity was 78,1% vs 81,3%; specificity 95,7% vs 98,7%. The positive likelihood ratio was 18,2 vs 64,8 and the negative likelihood ratio was 0,23 vs 0,19. The probability post positive test was 66% vs 76% and the probability post negative test was 2,4% vs 0,95%. No cases of carcinoma were identified among the 129 women diagnosed as having atrophy. However 3,9% of all the lesions regarded as being polyps at the hysteroscopy proved to be proliferative lesions at hysteroscopy.Hysteroscopy at our unit is a highly accurate procedure concerning post menopausal endometrial bleeding, with its results being in line with the literature. Diagnosing atrophy or excluding a proliferative lesion by the observer was highly predictive of a negative carcinoma in the histology. Using this argument whenever a proliferative lesion was excluded, only 1 in 302 hysteroscopies hid a carcinoma. Polyps should be regarded as possible proliferative lesions. Despite this result we believe a biopsy should always be undertaken no matter the observer's diagnosis.

The Peripartum Cardiomyopathy is a rare form of heart disease, of uncertain etiology, more common in black and multiparous women, older than thirty years old. Is defined as development of maternal congestive heart failure, in the last month of pregnancy or within five months after delivery, with documented left ventricular systolic dysfunction, in the absence of a demonstrable cause for heart failure in a previously healthy woman. The diagnosis is commonly established with chest radiography, electrocardiogram and echocardiography. Treatment consist in medical therapy with inotropic support, afterload and preload redution, and anticoagulation. Surgical care with cardiac transplantation is indicated in severe cases with progressive left ventricular dysfunction, despite medical therapy. Prognosis seems dependent on recovery of left ventricular function and maternal mortality rates could reach 50%. Future pregnancy is not recommended in woman with persistent ventricular dysfunction. The authors present a case report in a black nuliparous woman at term, with 33 years old, without previous heart disease that presents a sudden heart failure, with ventricular dysfunction on echocardiography, after the caesarean, with recovery of normal ventricular function at 11th day of puerperium.

When studying a child with urinary tract infection it is important to detect and localize any renal (scar) or urologic anomaly. Here we study the information obtained using: renal and vesical ultrasound (US), DMSA scan and radiologic or isotopic cystogram.We studied 148 children with more than one urinary infection and/or pyelonephritis; their mean age was 35.9 months (1-148 months); 55% were girls. The three diagnostic examinations--US, DMSA scan and cystogram were made in this order; the DMSA scan or cystogram was never made sooner than one month after the UTI.In 42% of the children the three exams were normal; 4 of these children had another UTI and the urodynamic study revealed vesical disfunction. 11% had renal scars (DMSA scan) with normal US and cystogram; 30% had VUR, 50% of which had an altered US and 57% had renal scars on the DMSA scan. 12% of the children had an altered US with a cystogram showing no VUR; 66% of these had renal scars. 4% had vesical anomalies in the US and cystogram.The three exams chosen were able to direct the diagnostic approach of UTI, being sufficient in most of the cases. We would like to emphasize the importance of the DMSA scan in diagnosing unsuspected renal scars.

RESÚMEN: Este artículo es resultado de una Investigación-Acción Participativa realizada durante una pasantía profesional de Trabajo Social de la Universidad Nacional de Colombia en las actividades pedagógicas del Núcleo de Educação Popular Paulo Freire de la Universidade do Estado do Pará, en una Instituição de longa permanência para idosos (ILPI) en la ciudad de Belém-Brasil. Tiene como objetivo reflexionar críticamente y dar a conocer los aportes teórico-metodológicos que se realizaron desde el Trabajo Social Colombiano a la Educación Popular con Idosos(as) en la ciudad de Belém-Brasil. Para ello, se exponen las metodologías y técnicas participativas (la cartografía social y el árbol de problemas) como un diálogo transdisciplinar entre el Trabajo Social Colombiano y la Educación Popular que permite que se fomenten escenarios de concientización popular con personas de la tercera edad de Belém. Los resultados actualizan el debate sobre la Educación Popular y la Investigación-Acción Participativa, evidenciando su vigencia junto a un segmento poblacional poco investigado en los estudios educacionales, las y los idosos tutelados por el Estado.