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Female participation in society is marked by constant demands for rights and equity in the social sphere, whether in the public or private sphere. Therefore, it becomes imperative to [re]think the places they occupy, as well as the way they have been represented for a long time. Therefore, this article aims to analyze the role of the character Agatha Bell in the short story “The Matchmakers”, written by Chimamanda Nigozi Adichie, which makes up the collection of short narratives The Thing Around Your Neck (2017). To this end, we used the theoretical contributions of Bonnici (2004), Cooper (2007), Vergès (2020), Spivak (1997), Pinto (2007), Davis (2016), Ribeiro (2018) and Cardoso (2022). Therefore, qualitative and descriptive research of a documentary and bibliographic nature was used to construct theoretical discussions and analyze the corpus. The studies developed here point to the need to no longer accept socially conventional female roles based on essentialist precepts, as well as the relationship between gender, class and race should not be used as a category to delegate a female inferiority locus. [ABSTRACT FROM AUTHOR]

This article aims to analyze the undergraduate, master's and doctoral training of professors of the PostGraduation Programs in the strict sense of Information Science in Brazil. It is considered descriptive, with quantitative and qualitative approaches. The locus of the research consists of the Post-Graduate Programs in Information Science strito sensu do Brasil that offer Master's and Academic Doctorate courses, where from the websites the professors of each Program were mapped. Two analytical variables were selected: Training at the Undergraduate and Graduate levels. Subsequently, their curricula were searched at the Lattes Platform of the National Council for Scientific and Technological Development (CNPq) to identify the training. 308 teachers were identified in 18 Academic PPG in the Communication and Information area, in the Information Science sub-area in activity. It was noticed that the highest percentage of the analyzed categories of teachers (41%) have no training, at the Postgraduate level in the area of Information Science. A percentage of 39% have a Master's and Doctorate in Information Science and 13% have a Doctorate in Information Science with a Master's degree in another area. However, 7% of professors / researchers have a Master's Degree in Information Science and a PhD in another area of Knowledge. It was found that there are, in its staff of researchers / professors, individuals with Master's and Doctorate level training, others with only Master's or Doctorate training and also part of the researchers / teachers who have neither Master's nor Doctorate degrees. [ABSTRACT FROM AUTHOR]

The meeting between misinformation and informational / social digitization is the ideal locus for the rapid and uncontrollable acceleration of information disorders, especially in times of systemic crisis, with journalism having a fundamental role in the production of quality, legitimate and credible information. We asked how the praxis and respective ontologies are resilient in such scenarios, especially regarding the editorial processes of verification. We assume that there are differences between the verification ontologies and those emerging from the factchecking processes necessary to combat disinformation. We propose to reflect in this theoretical essay on the possibilities of reconciling the different ontological precepts. We instrumentalize our reflections from a panorama of contemporary journalism in reconfiguration; we present recent concepts in the literature on ontology of journalism; we discuss the differences in actions between daily editorial verification and the fact-checking activity organized as a parallel system; we present and comment on the Brazilian ecosystem operating in this scenario. New ontological positions in the face of waves of disinformation preserve quality journalism but need more complex processes than the already consolidated on newsroom verification. Fact-checking seems to be the opportune complement to take care of the scenario and to look at journalism as part of a communicative ritual rooted in the bases of the society that operates. [ABSTRACT FROM AUTHOR]

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Copyright of Roteiro is the property of Roteiro 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.)

The article aims to discuss the continuing education of teachers, based on the observation of actions developed by a Municipal School of Campo Grande-MS, in the period from 2017 to 2019. The study addresses issues related to the continuing education of teachers, emphasizes the importance of ensuring a time/school space for reflections aimed at deepening the theoretical-philosophical and methodological conceptions underlying the Political Pedagogical Project. The importance of the school space as a locus of teacher training is emphasized, in order for them to acquire greater awareness of their actions, expand their level of reflection and analysis, and thus contribute to the improvement of pedagogical praxis. It is, therefore, a descriptive observation research, with a qualitative approach, whose objective was to highlight the importance of continuing education promoted in a school of the municipal network of Campo Grande-MS. The methodology included consultation and analysis of school documentary sources and legal standards. As theoretical contribution, authors such as Alves (2005, 2006, 2008), Nóvoa (2012), Magalhães and Azevedo (2015), who generally consider continuing education as fundamental in the process of building teacher knowledge, with a view to improving pedagogical work. It was evidenced that the school in reference follows the fundamental principle of collective work, considering that it seeks to involve pedagogical coordination, school management and the group of teachers, with the purpose of promoting the expansion of the knowledge of its teachers. [ABSTRACT FROM AUTHOR]

Copyright of Direito da Cidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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.)