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Copyright of Revista Tellus is the property of Revista Tellus 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.)

This work discusses the social representations that underlie the motivations of students to enter the Licentiate Course in Rural Education (LECampo) at the Federal University of Triângulo Mineiro, State of Minas Gerais, Brazil. The instruments used to obtain the data were: a questionnaire, interview, and focus group. To interpret the information, we used the Content Analysis, proposed by Bardin. As a result, some categories were listed, among them the "Choice of the Profession", discussed in this article. It was found that the motivation of students to attend LECampo is the result of the influence of the environment in which they live and the social representation that this course offers a great opportunity for inclusion in higher education, resulting in a change in life for young people and adults in the field. It was still clear that this entry contributed to reversing a historical framework of inequality in peasants' access to education. [ABSTRACT FROM AUTHOR]

The expansion of admissions to higher education in Brazil in the 2000s and 2010s was the result of public policies to increase the net attendance rate (NAR), combined to reduce social and regional inequalities. This article explores the concepts of "appropriated physical space" and "reified social space" addressed by Pierre Bourdieu (2003) in The Misery of the World, specifically in the text "Effects of Place", in order to verify whether the expansion of places in the State of Rio de Janeiro has achieved an expression of democratization, considering not only the distribution of access opportunities in the different immediate geographical regions of the State but also the per capita household income profile of students. We used data from the 2000 and 2010 censuses in the analysis, and the results point to the maintenance of inequalities, highlighting the presence of the state as an essential actor in the project of democratizing higher education. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior 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.)

Introduction: a great effort has been made in the field of Health graduation courses to reorient professional education to meet the real health needs of the population, aiming at a more humanized and developed education, with the inclusion of different teaching-learning methods. Objective: to identify in the scientific literature the actions of interprofessional education in the context of Health graduation courses developed in Brazil. Method: integrative review of the literature constituted from a search in seven databases, which resulted in a total sample of twenty articles analyzed descriptively and from content analysis. Results: the information extracted from the analyzed articles could be organized into three themes: 1) the benefits of integrating disciplines and different professions; 2) the operationalization of pedagogical strategies aimed at achieving interprofessionalism; 3) challenges for the integration of courses and professions. Final considerations: it was identified that interprofessional education has been incorporated into undergraduate courses in Health in Brazil, which allows the transformation of teaching in the area of Health, thus generating a break in the traditional paradigms that permeate the fields of health and education, thus providing opportunities for integration between the fields of knowledge and training. [ABSTRACT FROM AUTHOR]

Objective: To describe the perceptions and experiences of nursing graduation professors regarding the teaching of patient safety. Method: Cross-sectional, descriptive, quali-quantitative study, carried out with nursing professors from a federal university from September to November 2018. Data was collected using an electronic form and processed using simple descriptive analysis aided by the software Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Results: The sample was formed by 21 professors, and three classes were generated: First steps and encouragement for the teaching of patient safety in the nursing course (42.5%); Actions towards patient safety teaching in graduation (26.4%); and Actors of change in the teaching of patient safety in nursing graduation (31.1%). Conclusion: The professors recognized patient safety as an important cross-sectional topic in the formation process, despite its little presence in the institution. [ABSTRACT FROM AUTHOR]

This text was made with the preliminary results of a research that has sought to analyze the creating process of four federal universities in Brazil as part of a national strategy for regional/territorial development. These university institutions are known as “brand-new Brazilian federal universities” because they were created under the aegis of a national public policy that understood higher education as a development strategy for the territories of Brazil. Given the possibilities of disseminating scientific research findings, the cordel format was used as one of these chances, since the revelation of the bases of assembly of the analyzed universities could be translated into different formats, such as the cordel. It is assumed that this literary species can approach the phenomenon of constitution of two of these universities − one in Bahia and the other in Ceará − from poetry, rhyme, and metrics very specific to cordel. At the end of this work, some contributions to the theme are presented, aligned with themes such as sustainability, public policies, regional/territorial development, and local issues, among others. [ABSTRACT FROM AUTHOR]

Copyright of Psicologia em Estudo is the property of Universidade Estadual de Maringa 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.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem 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.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Teaching in Complementary and Alternative Medicine (CAM) has been gradually introduced in undergraduate courses in the health area. This article assesses the offer of teaching CAM in undergraduate health courses through an exploratory documentary study of 17 undergraduate courses in the area of Health in two public Higher Education Institutions (HEI) in the Northeast of Brazil. The course, the offer, the disciplines, the workload and the therapeutic modality of the taught CAM were characterized. In the HEI, 30 disciplines were observed, twelve mandatory subjects and 18 optional subjects were listed, with 17 subjects with a workload of 30-32 hours. The most offered modalities are Phytotherapy, Homeopathy and Acupuncture/Traditional Chinese Medicine and the courses with the greatest availability of subjects were Nursing, Physiotherapy and Pharmacy. It is concluded that the inclusion of teaching CAM in health courses in the two HEI, although comprehensive, is fragmented and isolated in specific subjects, mainly in the optional format, leaving many students without knowledge of CAM, their theoretical assumptions and therapeutic practices. [ABSTRACT FROM AUTHOR]

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's metodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking. [ABSTRACT FROM AUTHOR]

This writing refers to a clipping referring to the State of the Question developed between September 2020 and March 2021, which makes up the ongoing doctoral research in education, investigates the meanings of inclusion produced by academics with autism in higher education. The purpose of this article isso to map the research on inclusion of academics with disabilities in higher education carried out in Brazil between 2012 and 2020, in the light of cultural-historical theory. Because we emphasize stricto sensu postgraduate research (masters and doctorate), the main database consulted was the Theses and Dissertations Library of the Coordination for the Improvement of Higher Education Personnel. The result of the survey identified a small number of researches that had as epistemological basis the Historical-Cultural Psychology of Vigotski, which reverberates in the understanding of inclusion as a historical, social and culturally constructed dialectical phenomenon and, therefore, in inclusive ways of thinking and doing. [ABSTRACT FROM AUTHOR]

Initial and continuing teacher training is part of teacher professionalization. In the context of the global movement, in 1990, Education for All, documents and guidelines produced by international organizations then guided countries, such as Brazil, to improve the quality of education aiming, among other inputs, to the initial training of teachers. Through documental analysis, documents from UNESCO and MEC, the objective is to problematize the BNC - initial teacher training for basic education. The article presents elements of analysis for the understanding of the entrepreneurial discourse existent, since the 2000s, in the guidelines of teacher training for basic education, in accordance with the liberal project of education, in the demands of society and the knowledge economy. [ABSTRACT FROM AUTHOR]

Copyright of RAIMED: Revista de Administração IMED is the property of RAIMED: Revista de Administracao IMED 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.)

This research seeks to undertake a state of the art on the theme of private/commercial expansion of higher education in the last ten years in periodicals of national circulation. From the analysis of the findings in the development of the state of the art, it is possible to expand the bibliographic universe with a greater methodological rigor about the problematic highlighted in the present research. Thus, the findings validated by the research understand that the higher education reform movement took place in the colossal private/commercial expansion of this level of education in terms of enrollments and courses in private institutions, as well as pointing to elements that make it possible to privatize the sector higher education as an essential market niche for profit. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 aim of this study was to understand how quota holders from a federal university in southern Brazil perceive the influence of institutional characteristics/configurations on their integration process and university permanence. Semi-structured interviews were conducted with 10 students from three areas (humanities, health, technological). The data underwent content analysis. Supports were identified - scholarships for financial assistance, exemption at university restaurant, specialized pedagogical and psychological support services, diversity of extracurricular activities, among others. Some obstacles were acknowledged - restricted hours of operation at some student support services, elitization of selection processes for extracurricular activities, unfamiliarity or ineffective disclosure about the existence of institutional pedagogical support services, lack of offer of breakfast in the university restaurant, among others. The need to deconstruct a process of "exclusive inclusion" was discussed, relating it to public and institutional policies aiming at a formative process with the appropriate quality for all students. [ABSTRACT FROM AUTHOR]

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's methodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking. [ABSTRACT FROM AUTHOR]

Objective: to identify the contributions of international academic mobility, carried out in Australia, to the training of nurses in Brazil. Method: exploratory study with qualitative approach, conducted with eight former exchange students of the Science Without Borders program. The analysis was made by the proposal of the Collective Subject Discourse. Results: the experience offered (ex)exchange students a range of opportunities and exchange of experiences for nursing education. The rich experience in studying subjects in Australia was pointed out, comparing the Problem Based Learning methodology with the traditional methodology experienced in Brazil and highlighting its positive effects. The exchange provided the development of technical-scientific and interpersonal skills, experiences of comparing health systems, in addition to improving language skills and building an ethical-political-social commitment and future professional perspectives. Final considerations: international academic mobility contributed positively to the training of Brazilian nurses, with evidence of personal and professional development. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze the approach to teaching about sexual violence against women in undergraduate Nursing, Medicine, Psychology and Social Service. Qualitative study, carried out in two institutions of higher education in the northern region of the department of Ceará, Brazil. Qualitative study, conducted in two universities in the northern region of the department of Ceará, Brazil. 43 people participated, representing management (4), teachers (20) and students (19), who answered the semi-structured interview between March and November 2018. For the organization of data, content analysis was used, which gave rise to three themes: conceptions of sexual violence against women; invisibility of content on the subject at the undergraduate level; and theoretical and practical gaps in professional training. The participants revealed the need to include the topic of "sexual violence" in the teaching, research, and extension processes of universities. The results show asymmetry among the courses investigated and little discussion about sexual violence against women in educational institutions [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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.)

Copyright of Revista CESUMAR: Ciências Humanas e Sociais Aplicadas is the property of Revista Cesumar - Ciencias Humanas e Sociais Aplicadas 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.)

Copyright of Avances en Enfermería is the property of Editorial Universidad Nacional de Colombia 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.)

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.)

Copyright of Revista Ágora is the property of Universidade do Contestado 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.)

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem 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.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Saúde Coletiva is the property of MPM Comunicacao 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.)

In this article, we problematize the reasons for the crisis in Brazilian science, with the collapse of research funding in the second decade of the 21st century as the epicenter of the analysis. In this context, with neoliberal political reforms and blocked funding, Brazilian state universities and their researchers face one of the most critical moments for producing knowledge. In this purpose, we initially recover evidence from the conjuncture preceding and succeeding the 2018 elections to the overall circumstance of the analyzed period. Then, briefly, we reflect how the financial capital absorbs science reducing it into technoscience. We present data of the decline in public funding for science and research. We analyze the movement of Brazilian political history and its process of change in the economic model to a financially dominant regime, beginning in the 1990s through the Reform of the State Apparatus. Economic configuration that remains in the Brazilian political base in the regulation of public accounts. Finally, we produce exploratory notes on the collapse of science in Brazil. This is an article that analyzes and criticizes the reconfiguration that the state university is going through, the work of the researcher, and the decrease of research funding in Brazil. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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.)

Copyright of Desenvolvimento e Meio Ambiente is the property of Universidade Federal do Parana 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.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) 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.)

Integrated and interprofessional education has been applied as a strategy in the training of students in the health field. Thus, this study aimed to understand how the Occupational Therapy student perceives his integrated and interprofessional training to other health courses. It is a qualitative research using interviews analyzed by the Content Analysis technique. Students from the Occupational Therapy course at a public university in northeastern Brazil were interviewed. The study highlights the students' difficulty in discussing the concepts of interprofessional training and teamwork; it also points out that access to interprofessional practices is small, especially in curricular activities, demonstrating, therefore, that to have experiences of this type in training, it is necessary to be involved in extension or extracurricular activities. It is concluded that the University must stimulate the interprofessional training through the qualification of the teachers, integration of the curricular grids of the different courses, and incentive to the teaching methodologies that intensify the interprofessional practices. [ABSTRACT FROM AUTHOR]

The main objective of this article is to analyze the evaluation process of higher education courses in Brazil. The research methodology followed a descriptive and qualitative approach procedure, materialized by an analysis of the evaluation of courses, resulting from the National System of Evaluation of Higher Education (SINAES), followed by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), responsible for the evaluation of these courses. The results obtained show that the evaluation of courses constitutes a means to ensure the quality of education, being a decisive factor in the improvement plans of higher education institutions in Brazil. The study also showed that quality, being a historically situated concept, is evaluated in each period in a different way, being, in this era of globalization, strongly associated with research, internationalization and market demands. These aspects are decisive factors in decision making for the evaluation of higher education courses. [ABSTRACT FROM AUTHOR]

Literacy is widely discussed and investigated, especially about the first stages of basic education in Brazil. However, the concept taken from a plural perspective, encompasses different modalities and levels of education, such as undergraduate and graduate courses. When entering higher education, most students find it difficult to understand and produce academic texts. On the other hand, teachers often expose the reading and writing difficulties of these students in relation to scientific writing. Therefore, the methodology chosen was bibliographic research, with the general objective of reflecting how literacies in higher education are constituted and it is justified as a reflection on the process of reading and writing formation of the student who enters this educational level. The results point to the multiple character of the concept of reading and writing skills, the resignification of the subject in the student trajectory and the need for more inclusive pedagogical practices, regarding scientific writing. [ABSTRACT FROM AUTHOR]

This paper analyses the influence of individual, socioeconomic and institutional variables on the performance of a sample of 513,164 higher education (HE) students in Brazil who completed the National Student Performance Examination (ENADE) between the years 2008 and 2013. The data, broken down by public and private HE centres, were analysed using hierarchical regression. The results point to differences between students in public and private HE centres and to a significant relationship between grades and socioeconomic factors (as measured by cultural and economic capital), mother‘s education level and the type of secondary school attended. More instructors with PhDs and better quality pedagogical aspects positively influenced student performance. The findings reinforce the thesis of social reproduction already identified for basic and secondary levels of education in Brazil and and suggest the need to rethink public policies that correct the differences of social origin of individuals even in higher education. [ABSTRACT FROM AUTHOR]

Objective: to describe the contributions of Didactics discipline to the formation in public health. Method: this is an experience report, descriptive, detailed, in the context of didactics, taught in the second semester of 2019, in the Graduate Program in Health and Community of the Federal University of Piauí. For discussion, the report has two parts: experience and experience with the didactics discipline in graduate studies and didactic challenges for health professionals. Results: the didactics subject allowed the understanding of the pedagogical process as multidimensional, providing the rupture of the conception of the discipline only as a set of instrumental methods for teaching practice. Conclusion: the discipline enabled the understanding of the complex field of Didactics as a challenge for public health professionals and constituted an important component in the curricular matrix of training of these professionals. [ABSTRACT FROM AUTHOR]

The article presents research results that aimed to understand the professional context of the professors of the course of Civil Engineering and analyze the perceptions about their teaching practices. A theoretical study was carried out on the history of the Civil Engineering course in Brazil and the training of teachers, engineers and training of teaching engineers and a semi-structured questionnaire were applied to twelve (12) professors of the Civil Engineering course at a Brazilian public university located in the state of Minas Gerais. The data were analyzed through the content analysis method. The results indicate that the teachers did not receive didactic-pedagogical training during their professional training in stricto sensu postgraduate courses (masters and doctorate) to act as teachers. They also report the lack of didactic discipline in stricto sensu training courses and suggest the offer, in the institution where they work, continuing education programs in teaching in higher education that contribute to complement training and improvement in professional performance. [ABSTRACT FROM AUTHOR]

Background: Patient safety is essential for the promotion of quality of care, especially when associated with the global and regional epidemiological impact of cardiovascular health, highlighting the need for a clear introduction of the theme in the health curriculum. Objective: Analyze nursing teaching in the field of safe cardiovascular care. Methodology: Hermeneutic study carried out in the nursing course of a public university in the interior of Northeastern Brazil with teachers, students, and graduates. Sampling was by convenience. The interviews and focus groups were submitted to thematic categorical analysis with theoretical reference of the Curricular guide of patient safety of the World Health Organization. The final sample was 46 participants. Results: The categories resulted in the themes: Care is complex and its teaching is fragmented, The lack of specificity in teaching safe cardiovascular care, The recognition of safe cardiovascular care and The challenges of teaching and learning in safe cardiovascular care. Conclusion: The teaching of safe cardiovascular care proved to be indirect and fragmented by all groups of participants. [ABSTRACT FROM AUTHOR]