To(o) Queer the Analyst: Lesbiana, Junguiana and Sudamericana. Towards Woven Onto-Epistemologies.

This is a two-part paper: in the first one, a personal story serves as a conceptual prism through which I address the issue of how a queer analyst can be a problem for analytical psychology; in the second, I present some readings and images-mostly from decolonial feminisms-that have been of interest to me lately in my path to queer Jungian psychology, that is, to de-essentialize and de-individualize its theory and practice. By borrowing (and altering) the title from Gloria Anzaldúa's (1991/2009a) essay "To(o) queer the writer", this paper explores some themes she has elaborated there on solidarity, theorization and ways of writing and reading from othered points of view. In dialogue with Donna Haraway's (2016) Staying with the Trouble and Ursula K. Le Guin's (1989/2000) The Carrier Bag Theory of Fiction, together with the imagery of bags, weaving and string figures game, this paper aims to explore the potential of what I have called "woven onto-epistemologies". By imagining and developing this new condition of knowledge, other stories and theories in analytical psychology may have an opportunity to be told.

Cet essai est composé de deux parties : dans la première, une histoire personnelle sert de prisme conceptuel à travers lequel j'aborde la question de savoir comment un analyste queer peut être un problème pour la psychologie analytique ; dans la seconde, je présente quelques lectures et images ­ principalement issues des féminismes décoloniaux ­ auxquelles je me suis intéressée ces derniers temps, afin de rendre la psychologie jungienne plus queer, c'est­à­dire désessentialiser et désindividualiser cette théorie et cette pratique. En empruntant (et en modifiant) le titre de l'essai de Gloria Anzaldúa « To(o) queer the writer ¼, cet article explore certains thèmes qu'elle y a développés sur la solidarité, la théorisation et les manières d'écrire et de lire à partir du point de vue d'autrui. En dialoguant avec Staying with the Trouble de Donna Haraway et Carrier Bag of Fiction d'Ursula K. Le Guin, ainsi qu'avec l'imagerie des sacs, du tissage et du jeu avec des figurines en ficelle, cet article vise à explorer le potentiel de ce que j'ai appelé les onto­épistémologies tissées. En imaginant et en développant cette nouvelle condition de la connaissance, d'autres histoires et théories de la psychologie analytique auront peut­être l'occasion d'être racontées.

Este ensayo consta de dos partes: en la primera, una historia personal sirve como prisma conceptual a través del cual abordo la cuestión de cómo una analista 'queer' puede ser un problema para la psicología analítica; en la segunda, presento algunas lecturas e imágenes ­principalmente de los feminismos decoloniales­ que me han interesado últimamente, con el fin de 'queerizar' la psicología junguiana, es decir, des­esencializar y des­individualizar esta teoría y práctica. Tomando prestado (y alterando) el título del ensayo de Gloria Anzaldúa "To(o) queer the writer", este artículo explora algunos temas allí elaborados acerca de la solidaridad, la teorización y las formas de escribir y leer desde otros puntos de vista. En diálogo con 'Staying with the Trouble' de Donna Haraway y 'Carrier Bag of Fiction' de Ursula K. Le Guin, junto con las imágenes de bolsas, tejidos y juegos de cuerdas, este artículo busca explorar el potencial de lo que he denominado onto­epistemologías tejidas. Imaginando y desarrollando esta nueva condición para el conocimiento, otras historias y teorías en psicología analítica pueden tener la oportunidad de ser contadas.

Connected Language Performance in Neurotypical and Persons with Aphasia: Use of the Brazilian-Portuguese Story Retell Procedure.

INTRODUCTION: It is important to analyze the micro- and macrostructure of connected language production across languages in neurotypical and impaired speakers such as people with aphasia (PWA). However, the validity, reliability, sensitivity, or specificity of the available Brazilian-Portuguese connected language production batteries remains untested. OBJECTIVE: The purpose of this study was to provide a preliminary assessment of the translated Brazilian-Portuguese Story Retell Procedure (SRP-BP) in PWA and neurotypical control participants (NCPs) and investigate whether the SRP can serve as a measure of overall communication impairment in PWA. METHODS: This cross-sectional study was developed at the Federal University of São Paulo. Seven right-handed PWA and 14 NCPs were recruited. PWA had a single left-hemisphere post-stroke lesion and were without severe aphasia or non-fluent aphasia that might interfere with performing the SRP. The connected language measures calculated from the SRP-BP were the numbers of words, information units, and propositions produced. The data were analyzed with the non-parametric Mann-Whitney test. RESULTS: The NCPs produced significantly more information units and propositions in each of the 12 SRP-BP stories than the PWA group. The same group results were found for the number of words for 11 of the 12 stories, with no statistically significant difference between groups for the Água (Water) story. CONCLUSION: The SRP-BP distinguished the connected language production of PWA from that of NCPs. These results motivate additional psychometric assessment and test development of the SRP-BP in neurotypical, PWA, and other language and cognitively impaired populations.

Translation and Adaptation of the English Story Retell Procedure to Portuguese: A Preliminary Study.

INTRODUCTION: The comprehension and production of connected language are essential for effective communication. However, few assessment and intervention programs requiring connected language have been made available in Brazilian Portuguese. One connected language sampling procedure, the Story Retell Procedure (SRP), has been widely studied in English and primarily for people with aphasia. The SRP employs 12 stories, whose individual plots are quite different and still equivalent in terms of verbal productivity measures. The first objective of this study was to present the translation and adaptation of the SRP stories into Portuguese and to determine whether the translations are similar to English stories. The second objective was to analyze a small group of healthy adults' responses to this assessment, thus observing whether the retellings of the SRP story forms in Portuguese would be similar to each other in the number of words, information units (IUs), and propositions - as demonstrated in English. METHODS: This preliminary study translated and adapted into Portuguese, the 12 original English SRP stories. Only small cultural adaptations were made, preserving the essential content of the stories. The stories were then presented to 14 healthy adults, and the participants' retellings from each story were compared to the other stories regarding the number of words, IUs, and propositions. RESULTS: Few differences were found in the retellings considering the variables analyzed. Particularly, the retells of Gasolina (Gas), Biblioteca (Library), Empréstimo (Loan), Sanduíche (Sandwich), Futebol (Baseball), and Multas (Ticket) were not significantly different in the three aspects investigated in this study (percentages of words, IUs, and propositions). CONCLUSION: The SRP stories adapted to Portuguese, despite having a quite close number of words, IUs, and propositions to those in the original stories, did not result in retellings with similar number of words, IUs, or propositions across stories. Nonetheless, the parameters analyzed were not significantly different among the majority of the stories, and some were nearly identical. This study identified the SRP stories that can be equivalently used in assessment, reassessment, and possibly in the rehabilitation of patients with communication disorders. Likewise, differences must be considered when the stories are used with pathological populations.

Aportes del psicoanálisis a los estudios de abuso sexual infantil: Análisis del discurso de la madre de una niña abusada sexualmente / Contributions of psychoanalysis to studies of child sexual abuse: Mother's speech analysis about her sexually abused daughter

Se presentan los resultados dela tesis doctoral sobre los deseos y defensas (y sus estados) de la madre de una niña abusada sexualmente, con el objetivo de conocer su estructuración subjetiva en este difícil acontecimiento. Se trata de un estudio de caso en el que se usa como método el Algoritmo David Liberman (ADL), en el análisis del discurso de la madre, seleccionadas tres sesiones y una carta manuscrita. El estudio de deseos y defensas puede contribuir a describir y conocer el posicionamiento subjetivo de una madre frente a la situación abusiva de su hija, y como ésta es vivida por ella AU

The results of the doctoral thesis on the wishes and defenses (and their states) of the mother of a sexually abused girl are presented, with the aim of knowing her subjective structuring in this difficult event. This is a case study in which the David Liberman Algorithm (ADL) is used as a method in the analysis of the mother's speech, three sessions and a handwritten letter selected. The study of desires and defenses can contribute to describing and knowing the subjective position of a mother in the face of her daughter's abusive situation, and how it is experienced by her AU

Self- and other-focused autobiographical memories of life story events across cultures.

Autobiographical memory and personal life stories are typically conceived as memories about the self. However, personal life stories often contain information about important events from other people's lives. Sometimes those memories become an important part of our own life stories, illuminating the role that other people play in remembering our personal past. In this study, we examined the extent to which memories of important life story events are self-focused (e.g., I moved to Japan) or other-focused (e.g., My child graduated from college). Participants from Mexico, Greenland, China, Denmark and the United States recalled and dated seven autobiographical memories of important personal life story events. Participants also rated the memories for importance and emotional valence. The memories were coded as self- or other-focused. Participants recalled mainly self-focused memories. However, Danish and Chinese participants recalled about 20% other-focused memories. Danish participants recalled negative events about their parents, whereas Chinese participants recalled positive events about their children. Self-focused and other-focused memories differed in their emotional valence and lifespan distribution, but not in importance. The findings show that individuals remember other-focused memories and also incorporate them into their own personal life stories. Conceptual implications for autobiographical memory are discussed.

The impact of a story on learning ketone body metabolism.

Biochemistry is a core subject in the cross-disciplinary training on Biotechnology engineering courses. Metabolic pathways teaching has traditionally integrated hands-on laboratory experiences and traditional lectures, which detail a large number of reactions at a molecular level, their enzymes and regulation. The current scenario of Covid-19 outbreak have motivated the development of complementary tools that expand the horizon of metabolism teaching. In this study, we employed a story-based methodology to strengthen the metabolic pathways learning and to measure students' perception. Specifically, a peer-reviewed tale describing the ketone body metabolism was used during five semesters as a didactic strategy to teach this biochemical process. A questionnaire assessed the students' understanding and acceptance of the methodology (n = 83). Our findings showed that a high proportion of students (83.13%) were able to relate the story to the topics studied in the classroom (ketogenesis and ketolysis). On the other hand, they were satisfied and suggested that such methodology is effective and fun. In summary, most of the survey responses related to acceptance of story-based strategy ranged from 72% to 97%. Collectively, these results indicated that the story is appropriate to decomplex pathways, becoming a simple tool for driving motivation, learning and engagement of students. The narrative represents a bridge to connect the intriguing series of chemical reactions involved in the anabolism and degradation of 3-hydroxybutyrate (3-OHB), acetoacetate, and acetone with previously learned knowledge, emotions, and key concepts. In conclusion, the tale was useful to decode ketone body-related pathways and making metabolism learning more interesting and easier.

Why? How Perpetrators of Male-Male Homicide Explain the Crime.

This paper identifies the explanatory narratives used by perpetrators of male-male homicide in Buenos Aires (Argentina) to make sense of this crime. Drawing upon narrative criminology and masculinities theories, this study enquires into the rationalisations of perpetrators, considering their emic terms, rationalities and stories. Fieldwork was conducted between 2016 and 2020, and a convenience sample strategy was employed for participant recruitment. The analysis is based upon seventy-three narrative-biographical interviews with offenders, and field observations in prisons and homes of former convicts. The corpus was analysed following an inductive thematic coding strategy using Atlas.Ti. Eight narratives were typified, considering how men talked about agency and change, and the explanatory locus of the stories: 'rebel', 'affected', 'idiot', 'either him or me', 'repeating the story', 'gang', 'betrayed' and 'victim'. These accounts revealed two paradoxes about violence perpetration storytelling and its discursive management: men can commit a homicide and present themselves as not responsible for it and, simultaneously, they use, reconfigure and negotiate expert theories and scientific labels to explain away, excuse and justify lethal violence. This study argues that accounts are not merely neutralisation strategies, but the rationalisations of the perpetrators' experiences, and the foundation for how they relate to and inhabit penal institutions. This paper contributes to the understanding of how those explanations shape past and future actions, and how masculinities, biographical processes and violence performance are interconnected.

Neuroanatomical correlates of macrostructural receptive abilities in narrative discourse in unilateral left hemisphere stroke: A behavioural and voxel-based morphometry study.

BACKGROUND: Little is known about story retelling and comprehension abilities in groups with lower levels of education and socio-economic status (SES). A growing body of evidence suggests the role of an extended network supporting narrative comprehension, but few studies have been conducted in clinical populations, even less in developing countries. AIMS: To extend our knowledge of the impact of a stroke on macrostructural aspects of discourse processes, namely main and complementary information, in individuals with middle-low to low SES and low levels of education. Relationships were tested between the performance in story retell and comprehension and reading and writing habits (RWH). Also, the associations between retelling and comprehension measures and their structural grey matter (GM) correlates were explored. METHODS & PROCEDURES: A total of 17 adults with unilateral left hemisphere (LH) chronic ischaemic stroke without the presence of significant aphasia and 10 matched (age, education and SES) healthy controls (HC) participated in the study. Retell and comprehension tasks were performed after listening or reading narrative stories. Voxel-based morphometry (VBM) analysis was conducted on a subgroup of nine individuals with LH stroke and the 10 matched controls using structural magnetic resonance imaging (MRI). OUTCOMES & RESULTS: Retelling and comprehension abilities were not significantly different between LH and HC, nonetheless quantitively lower in LH. Exploratory correlations showed that retelling and comprehension abilities in both written and auditory modalities were correlated with naming abilities. At the neural level, written comprehension positively correlated with GM density of the LH, including areas in the temporal pole, superior and middle temporal gyrus as well as the orbitofrontal cortex, precentral and postcentral gyri. Auditory narrative comprehension was associated with GM density of the lingual gyrus in the right hemisphere. CONCLUSIONS & IMPLICATIONS: The present results suggest that retelling and comprehension of auditory and written narratives are relatively well-preserved in individuals with a LH stroke without significant aphasia, but poorer than in HC. The findings replicate previous studies conducted in groups with higher levels of education and SES both at the behavioural and neural levels. Considering that naming seems to be associated with narrative retell and comprehension in individuals with lower SES and education, this research provides evidence on the importance of pursuing further studies including larger samples with and without aphasia as well as with various SES and education levels. WHAT THIS PAPER ADDS: What is already known on this subject Story retell and comprehension of auditory and written discourse have been shown to be affected after stroke, but most studies have been conducted on individuals with middle to high SES and high educational levels. What this paper adds to existing knowledge The study reports on narrative retell and comprehension in both auditory and written modalities in groups of HC and individuals with LH brain damage, with low-to-middle SES and lower levels of education. What are the potential or actual clinical implications of this work? This study highlights the importance of taking into consideration the sociodemographic and RWH of patients when assessing discourse retell and comprehension in both auditory and written modalities. It also underlines the importance of including patients without significant aphasia following LH stroke to look at the effect of both stroke and aphasia on narrative comprehension and story retelling.

Discurso narrativo y lectura de cuentos en el hogar por padres a preescolares que presentan trastorno del lenguaje / Narrative discourse and parents' story telling at home to preschool children who present language impairment

RESUMEN El objetivo del estudio es analizar el discurso narrativo productivo de estudiantes de kínder en escuelas de lenguaje de Chile, considerando Trastorno Específico del Lenguaje (TEL) expresivo y mixto junto a la periodicidad de la lectura de cuentos en el hogar. Ambientes naturales enriquecidos en la familia aportan mayores oportunidades de desarrollo favoreciendo la literacidad, las habilidades lingüísticas y sociales. Los niños y niñas con TEL pueden mostrar dificultades en la narración, afectando el desempeño académico, social y en su calidad de vida. El discurso narrativo en una muestra de 150 preescolares es evaluado, utilizando un instrumento formal a través del recontado de 3 cuentos originales. Se examina la etapa del desarrollo narrativo y la lectura de cuentos realizada por padres en el hogar. Se aplica una ficha para recoger información demográfica de las familias. A través de un estudio descriptivo comparativo, se aplica estadística descriptiva e inferencial (ANOVA de dos factores) para analizar las variables. Los resultados muestran que ni el tipo de TEL, ni la frecuencia de lectura o la interacción de ambas, provocan cambios estadísticamente significativos en el discurso narrativo. Sin embargo, se observan hallazgos cualitativos en la cantidad de narración, en función de la lectura de cuentos.

ABSTRACT The study aimed to analyze the productive narrative discourse of students who attended kindergarten in special language schools in Chile, considering the expressive and mixed Specific Language Impairment (SLI) with the periodicity of reading stories at home. Enriched natural environments into the family provide better opportunities to develop early literacy, linguistic and social skills. Children with SLI may show difficulties in narration, affecting academic, social performance, and generally affecting their quality of life. The narrative discourse in a sample of 150 preschoolers was evaluated using a formal instrument that included the retelling of three original stories. The performance of narrative development and reading stories by parents at home were examined. A form was applied to collect demographic information from families. Through a comparative-descriptive study, descriptive and inferential statistics (two-way ANOVA) were used to analyze the variables. The results show that type of SLI, frequency of reading and the interaction of both variables did not cause statistically significant effects in the narrative discourse. However, qualitative findings were observed, in the quantity of oral discourse related to storytelling.

Habilidades de comprensión y producción narrativa en niños montevideanos de 5 años. Una comparación por nivel socioeconómico / Narrative abilities in a group of Uruguayan preschoolers from different socioeconomic backgrounds

Resumen Este estudio caracteriza y compara las habilidades narrativas y el vocabulario receptivo de 54 preescolares montevideanos de nivel socioeconómico medio (NSM) y bajo (NSB). Los niños realizaron tareas de vocabulario receptivo, producción narrativa (en dos condiciones: manipulando títeres al contar la historia y sin manipularlos), y comprensión narrativa (recuento oral y preguntas posteriores a la reconstrucción). Las narrativas fueron transcritas, codificadas y analizadas en términos de super y macroestructura siguiendo la gramática de historias de Stein y Glenn (1979) (coherencia) y de microestructura (productividad y complejidad). Los niños de ambos grupos tuvieron un desempeño acorde a su edad en comprensión y producción narrativa, a pesar de que el grupo de NSM tuvo un mejor desempeño en vocabulario receptivo. Hubo diferencias en comprensión (cantidad de episodios recuperados y en la respuesta a preguntas) que favorecieron al NSM, pero no en la cantidad de categorías recuperadas ni en la extensión y complejidad del recuento. Para producción narrativa no hubo diferencias en secuencia narrativa, ni en la cantidad de episodios completos en ninguna de las condiciones, pero sí en cuanto a la complejidad sintáctica en la condición sin títeres. Los resultados muestran una relación compleja entre vocabulario y habilidades narrativas, dado que diferencias importantes en vocabulario no se reflejaron de manera homogénea en el desempeño narrativo. Estos resultados aportan a los debates actuales sobre el papel del vocabulario en el desarrollo de habilidades narrativas, así como a pensar la validez ecológica de las evaluaciones en el desarrollo cognitivo y lingüístico.

Abstract Narrative abilities are an important part of communication, academic success, and healthy relationships. These abilities involve complex language and cognitive skills, such as precise vocabulary, control of the coherence markers, relations of cause-effect, and planning. They are also relevant during the elementary school years and interact with the socio-emotional skills necessary to understand different points of view. Oral narrative production develops dramatically from 3 to 5 years of age and is a key factor in a child's ability to communicate about the world. During this period narratives are a product of increasing linguistic sophistication over the preschool period and there is a complex relationship between early narratives and language proficiency. So far, most research about this topic has been pursued in populations other than Latin American preschoolers. At the same time, a considerably lesser number of studies about narrative abilities development have been carried out comparing typically developing children from different socioeconomic backgrounds. To our knowledge, there are no studies in Uruguay that assess the narrative abilities development in typically developing preschool children who grow up in vulnerable contexts. It is therefore of the utmost relevance to produce empirical evidence for this population. For these reasons, this study aimed at characterizing and comparing narrative abilities and receptive vocabulary in a group of a total of 54 Uruguayan preschoolers from different socioeconomic backgrounds (middle and low socioeconomic status, SES). Children were assessed in receptive vocabulary and narrative abilities across two task conditions: (1) narrative comprehension through a story retelling task which included some final questions about the story; (2) narrative production elicited from a set of thematically related puppets. The examiner gives a child a puppet set and asks him/her to elaborate a narrative using them. After that, puppets are removed and the child is asked to retell the story without puppets. Children's oral productions were video-taped and then transcribed and categorized using the ELAN software (Max Planck Institute for Psycholinguistics, 2019). The verbal information was categorized according to Stein and Glenn's (1979) story grammar and considering the microstructural aspects (productivity and complexity). Analyses showed that both groups performed according to their stage of development in both narrative task conditions. With regards to the narrative comprehension task, no differences in the number of recovered categories, extension, or narrative complexity were observed. Concerning the narrative production task, there were no differences between the groups in narrative sequences, nor in the number of completed episodes in conditions neither with puppets nor without puppets. Results showed that children who grow up in poverty perform more poorly than their peers from middle-income families in receptive vocabulary, in the number of recovered episodes, ask-answer items of narrative comprehension tasks. Moreover, concerning the microstructural parameters analyses showed that children from middle socioeconomic backgrounds scored better in syntactic complexity in the without puppets condition. No differences between the groups were observed in syntactic complexity in the puppets condition. Taken together these results indicate a complex link between vocabulary and narrative abilities. It is worth noting that important differences in vocabulary did not reflect in the children's narrative performance. These findings are also relevant as a contribution to an ongoing debate about the role of vocabulary in the development of narrative abilities. Furthermore, these results could inform the discussion about the ecological validity of the test of cognitive and linguistic development. Finally, to provide some additional evidence to Uruguayan Spanish language about the relationships between oral language and cognitive development allows to carry out early interventions before formal schooling sets children for success in school and life.

A função educativa e regeneradora da prática esportiva em Belo Horizonte (1930-1940) / The educational and regenerating function of sports practice in Belo Horizonte (1930- 1940) / La función educativa y regeneradora de la práctica deportiva en Belo Horizonte (1930-1940)

O artigo objetiva analisar a veiculação do esporte em Belo Horizonte nas décadas de 1930 e 1940 e sua relação com um incisivo processo de educação dos corpos, considerando as especificidades da recém- criada capital do estado de Minas Gerais. Como método, foram analisados especialmente jornais e revistas que estiveram em circulação na temporalidade proposta. Concluímos que o esporte, notadamente como manifestação do/no lazer, foi veiculado recorrentemente como parte importante de uma contundente empreitada em prol da transformação dos corpos e dos comportamentos da população. Carregado de alto valor moral e disciplinar, deveria ser capaz de incutir no cidadão mineiro possibilidades de condutas mais afeitas à vida no espaço público e ao progresso representado pelas inovações industriais e tecnológicas.

The article aims to analyze the broadcasting of sport in Belo Horizonte in the 1930s and 1940s and its relationship with an incisive process of bodily education, considering the specificities of the newly created capital of the state of Minas Gerais. As a method, newspapers and magazines that were in circulation at the proposed time were especially analyzed. We conclude that sport, notably as a manifestation of leisure, was repeatedly broadcast as an important part of a hard work in favour of the transformation of the bodies and behaviours of the population. Loaded with high moral and disciplinary value, it should be able to instill in the citizen of Minas Gerais possibilities of conduct more suited to life in the public space and to the progress represented by industrial and technological innovations.

El artículo tiene como objetivo analizar la transmisión del deporte en Belo Horizonte en las décadas de 1930 y 1940 y su relación con un incisivo proceso de educación de los cuerpos, considerando las especificidades de la recién creada capital del estado de Minas Gerais. Como método, analizamos especialmente periódicos que estaban en circulación en la temporalidad propuesta. Concluimos que el deporte, notablemente como manifestación de/en el ocio, fue transmitido recurrentemente como parte importante de un esfuerzo contundente en favor de la transformación de los cuerpos y comportamientos de la población. Cargado de alto valor moral y disciplinario, debería ser capaz de inculcar en los ciudadanos de Minas Gerais posibilidades de conducta más adecuadas a la vida en el espacio público y al progreso que representan las innovaciones industriales y tecnológicas.

Aprendiendo de La Vida (Learning from Life): Development of a Radionovela to Promote Preventive Health Care Utilization among Indigenous Farmworkers from Mexico Living in California.

Mixtecs and Zapotecs, originating from the Oaxaca area in Mexico, are among the largest indigenous groups of workers in California. Many adults in this community only access the health care system when sick and as a last resort. This article describes the development of a radionovela to inform the community about the importance of preventive health care. It was developed following the Sabido Method. The methodology to develop a radionovela may be of interest to other public health practitioners who want to develop educational materials in an engaging format, especially for communities that rely on oral, not written information.

História Social™ e Autismo: uma Revisão de Literatura / Social Stories™ and Autism: a Literature Review

RESUMO: Histórias Sociais (Social Stories™) são histórias curtas e individualizadas que podem ser usadas para ajudar pessoas com Transtorno do Espectro do Autismo (TEA) na interpretação e na compreensão de situações sociais difíceis, confusas ou novas. Elas são usadas para descrever situações em que um indivíduo possa ter dificuldades em identificar os sinais sociais relevantes ou os comportamentos esperados, além de servir para compreender as consequências de comportar-se de diversas formas. Assim sendo, o objetivo deste estudo foi examinar artigos sobre Histórias Sociais para determinar as potencialidades e as fragilidades das pesquisas que exploraram o uso dessa intervenção para indivíduos com TEA. Após a aplicação dos critérios de inclusão e de exclusão, foram selecionados 11 artigos. Observou-se, após análise, que, apesar de não ser uma intervenção com muitas publicações no Brasil, sua eficácia é demonstrada nos trabalhos publicados ao redor do mundo, podendo ser aplicada nos contextos escolar e clínico brasileiro. Os resultados indicaram modificações relevantes de comportamento para participantes com TEA de diversas idades e em differentes ambientes, mas um único comportamento por vez é alvo da intervenção.

ABSTRACT: Social Stories™ are short, self-paced stories that can be used to help people with Autism Spectrum Disorder (ASD) interpret and understand difficult, confusing or new social situations. They are used to describe situations in which an individual may have difficulty identifying relevant social cues or expected behaviors, and they serve to understand the consequences of behaving in different ways. Tus, the aim of this study was to examine articles on Social Stories to determine the strengths and weaknesses of research that explored the use of this intervention for individuals with ASD. After applying the inclusion and exclusion criteria, 11 articles were selected. It was observed, after analysis, that, despite not being an intervention with many publications in Brazil, its effectiveness is demonstrated in works published around the world, and can be applied in the Brazilian school and clinical contexts. The results indicated relevant changes in behavior for participants with ASD of different ages and in different environments, but a single behavior at a time is the target of the intervention.

Gestos humanos ¿herencia o crianza? / Human gestures inheritance or parenting?

El Documental, nos da a ver de un modo peculiar un experimento realizado con seres humanos en la década del ´60. El escenario que recorta arbitra la apertura para diferentes ejes de interés que atañen a la ética como dilemas, pero a su vez, problemas que la práctica misma construye. Haremos un recorte, en este texto, basado en los gestos que nos son dados a ver y leer y examinaremos, a partir de ellos, el lugar dado a la historia en la vida del infans, el concepto de niño y de la familia en el que se soportó el experimento original y el modo en que los relatos despliegan esas marcas ¿singularmente?

The Documentary, give us to see in a peculiar way an experiment carried out with human beings in the 60s. The scenario that cuts out arbitrates the opening for different axes of interest that concern ethics as dilemmas, but at the same time, problems that the practice itself constructs. We will make a route, in this text, based on the gestures that we are given to see and read, and we will examine, based on them, the place given to history in the life of infans, the concept of the child and the family in which the original experiment was supported and the way in which the stories display those marks, singularly?

Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health.

INTRODUCTION: In this study we compared the effects of a mindfulness-based intervention (MBI) with a story reading intervention (SI) on the executive functions and psychological profile of children in two different public schools in São Paulo, Brazil. METHODS: In this controlled clinical trial, 207 children aged 8 to 9 years old responded to the Five-Digit Test (FDT), stress levels, depression, anxiety, positive and negative affect, at baseline (T0) and 8 weeks later (T1). From T0 to T1, school 1 participated in MBI classes and school 2 in IS classes. RESULTS: In school 1 (MBI), children improved their scores on all tests except reading (errors) and counting (errors) compared with school 2. No differences were observed between groups in terms of emotional health. CONCLUSION: It is feasible to implement MBI or SI in Brazilian public schools. Students in the MBI group presented broader effects in executive functions, while students in the SI group showed a trend toward reduced negative affect and depression symptoms.

A história de Joana, ou da (in)explicável invisibilidade do L do LGBTQIA+: refletindo a partir de Catolé do Rocha/PB / La historia de Joana, o de la (in)explicable invisibilidad del L del LGBTQIA+: reflexionando desde Catolé do Rocha/PB / Joana's History, or About the (in)explainable invisibility of L of LGBTQIA+: Reflecting from Catolé do Rocha/PB

Resumo Este artigo foi elaborado a partir da história de vida e da narrativa de Joana, uma jovem mulher lésbica, natural de Catolé do Rocha (Sertão da Paraíba), ativista pelos direitos da população LGBTQIA+. Para além deste eixo temático - por meio do qual foi possível apreender aspectos importantes não apenas da vida de Joana no que diz respeito a sexualidade e gênero, mas também de outros sujeitos "dissidentes" no interior da região Nordeste do Brasil -, o presente texto apresenta como pano de fundo ou problemática associada a questão da invisibilidade lésbica nos trabalhos socioantropológicos, nos movimentos sociais e no espaço público. Onde estão as pessoas que representam (e/ou são representadas pelo) o L do LGBTQIA+? Eis a pergunta que perpassa este trabalho.

Resumen Este artículo está basado en la historia de vida y en la narrativa de Joana, una joven lesbiana nacida en Catolé do Rocha (Sertão da Paraíba), activista por los derechos de la población LGBTQIA+. Además de este eje temático - a través del cual fue posible aprehender aspectos importantes no solo de la vida de Joana en materia de sexualidad y género, sino también de otros sujetos "disidentes" en el interior de la región Nordeste de Brasil -, el texto presenta el tema de la invisibilidad de las lesbianas en los trabajos socio-antropológicos, en los movimientos sociales y en el espacio público como trasfondo o tema. ¿Dónde están las personas que representan (y/o están representadas por) la L de LGBTQIA +? Ésta es la pregunta que atraviesa este trabajo.

Abstract This article is based on the life story and narrative of Joana, a young lesbian woman, born in Catolé do Rocha (Paraíba's Backlands, Brazil), an activist for the rights of the LGBTQIA+ population. In addition to this thematic axis - through which it was possible to apprehend important aspects not only of Joana's life with regard to sexuality and gender, but also of other "dissident" subjects in the interior of the Northeast region of Brazil -, the present text presents the issue of lesbian invisibility in socio-anthropological work, social movements and public space as a background or issue. Where are the people who represent (and/ or are represented by) the L of LGBTQIA+? This is the question that runs through this work.

O uso terapêutico dos alimentos em meados do século XIX / The therapeutic use of food in the mid-19th century

Introdução: No decorrer do século XIX surgiram as primeiras informações a respeito das substâncias químicas contidas nos alimentos. A partir dessas descobertas, a higiene alimentar como meio terapêutico estabeleceu critérios para a prescrição de azote (nitrogênio) e carbone (carbono), bem como recomendações alimentares nos diferentes ciclos de vida e estados de convalescença. Objetivos: Este trabalhou buscou analisar como e para que fins eram prescritos alguns alimentos cuja composição química era caracterizada pela presença do azote (nitrogênio) e carbone (carbono). Método: Foram utilizados como fonte de pesquisa os cadernos de visitas (prontuários) de embarcações encontrados no Arquivo Histórico da Marinha Portuguesa, os tratados médicos do período e publicações referentes à história da ciência e nutrição. Resultados e discussão: Nos cadernos de visitas consultados (anos 1859 e1863), as refeições à base de alimentos de origem animal (ricos em azote), como os caldos de carne e de galinha, foram as mais prescritas aos doentes, pois se pautavam nos princípios da dieta fibrinosa, que promovia a reparação tecidual e crescimento da matéria orgânica. Considerações finais: Ao longo dos dois últimos séculos, muitas teorias a respeito da função dos alimentos se modificaram, mas parte significativa de seus pressupostos foram constituídos no decorrer do século XIX.

Introduction: During the 19th century, emerged the first information about the chemical substances contained in food. From these discoveries, food hygiene as a therapeutic mean established criteria for the prescription of nitrogen (nitrogen) and carbon (carbon), as well as dietary recommendations in the different life cycles and convalescent states. Objectives: This work sought to analyze how and for what purposes some foods whose chemical composition was characterized by the presence of nitrogen (nitrogen) and carbon (carbon)were prescribed . Methodology: The visiting notebooks (medical records) of vessels found in the Historical Archive of the Portuguese Navy, medical treaties of the period and publications referring to the history of science and nutrition were used as a research source. Results and discussion: In the consulted notebooks (years 1859 and 1863), meals based on animal foods (rich in nitrogen), such as meat and chicken broths, were the most prescribed to patients, as they were based on principles of the fibrinous diet, which promoted tissue repair and growth of organic matter. Final considerations: Over the past two centuries, many theories about the function of food have changed, but a significant part of their assumptions were made during the 19th century.

Hospitalização em oncologia pediátrica e desenvolvimento infantil: interfaces entre aspectos cognitivos e afetivos / Hospitalization in pediatric oncology and child development: cognitive and affective interface / Hospitalización en oncología pediátrica y desarrollo infantil: interfaces entre aspectos cognitivos y afectivos

O diagnóstico e o tratamento de câncer na infância exigem que a criança construa formas de enfrentamento, o que torna relevante compreender sua percepção e o modo como se organiza cognitivamente. O objetivo deste estudo foi caracterizar de que maneira os processos de hospitalização e tratamento são compreendidos pelos participantes diante da vivência de neoplasia infantil, considerando a etapa de desenvolvimento cognitivo e afetivo, de acordo com a perspectiva piagetiana. Foi realizada uma pesquisa qualitativa no ambulatório de oncologia pediátrica em um hospital da Baixada Santista, com entrevistas semiestruturadas, provas piagetianas e desenhos-estórias com tema, com uma amostra de conveniência de cinco crianças com entre 4 e 9 anos e com diagnóstico de leucemia. Os dados foram categorizados pela análise de conteúdo temática de Bardin (1988), as provas piagetianas de acordo com a teoria de Piaget e os desenhos-estórias a partir de Trinca (2002). Duas crianças (com 4 e 6 anos) se caracterizaram como pré-operatórias e três (com 8 e 9 anos) como operatórias concretas, sendo observado que as pré-operatórias apresentam um discurso com alta carga simbólica sobre o sofrimento da hospitalização e tratamento, enquanto crianças operatório-concretas demonstram domínio da noção de causa e consequência e pensamento lógico. Uma comparação qualitativa entre as provas piagetianas e os desenhos indicou coerência entre os tipos de avaliação. Todos os participantes mostram compreensão de sua atual situação de adoecimento e tratamento, apresentando diferentes formas de enfrentamento. Além disso, todos ressaltaram uma posição otimista em relação às perspectivas de cura, independentemente do momento do desenvolvimento cognitivo.(AU)

Diagnosing and treating childhood cancer requires children to develop coping strategies, indicating the need for understanding their perception and cognitive organization. Thus, this study aimed to understand how participants perceive the process of hospitalization and treatment for childhood neoplasia according to Piaget's stages of cognitive and affective development. This is a qualitative study conducted with a convenience sample of five children aged between 4 and 9 years, diagnosed with Leukemia and treated at a pediatric oncology outpatient clinic in a hospital in Baixada Santista, São Paulo, Brazil. Data were collected using semi-structured interviews, Piagetian proofs, and thematic drawing-and-story procedure and analyzed in the light of Bardin's Thematic Content Analysis (1988), Piaget's theory, and Trinca's theory (2002), respectively. Two children (4 and 6 years old) were characterized as preoperative and three (8 and 9 years old) as concrete operative. The discourse of preoperative children included high levels of symbolism regarding the suffering arising from hospitalization and the effects of treatment, while concrete-operative children demonstrated mastery of the notion of cause and consequence and logical thinking. A qualitative comparison between Piagetian Proofs and drawings showed consistency between the types of evaluation. All participants show an understanding of their current condition and treatment, presenting different forms of coping. They also highlighted an optimistic position regarding the prospects for healing, regardless of their cognitive development stage.(AU)

El diagnóstico y tratamiento de cáncer infantil requiere del niño la construcción de formas de enfrentamiento de la enfermedad, lo que hace relevante la necesidad de comprender su percepción y el modo cómo se organiza cognitivamente. Este estudio tuvo como objetivo caracterizar de qué manera el proceso de hospitalización y tratamiento por neoplasia infantil son comprendidos por los participantes, considerando su etapa de desarrollo cognitivo según la perspectiva piagetiana. Se realizó una investigación cualitativa en el ambulatorio de oncología pediátrica en un hospital de la Baixada Santista (Brasil), con entrevistas semiestructuradas, pruebas piagetianas y dibujos-historias con tema, con una muestra de cinco niños de entre 4 y 9 años de edad y con diagnóstico de leucemia. Los datos fueron categorizados por el análisis de contenido temático de Bardin (1988), las pruebas piagetianas de acuerdo con la teoría de Piaget y los dibujos-historias mediante Trinca (2002). Dos niños (con 4 y 6 años) se caracterizaron en la etapa preoperacional, y tres (con 8 y 9 años) en la de operaciones concretas, siendo observado que los niños en la etapa preoperacional presentan un discurso con alta carga simbólica sobre el sufrimiento de la hospitalización y tratamiento, mientras que niños en la de operaciones concretas tienen dominio de la noción de causa y consecuencia y pensamiento lógico. Una comparación cualitativa entre las pruebas piagetianas y los dibujos mostró coherencia entre los tipos de evaluación. Todos los participantes comprendían su actual situación de enfermedad y tratamiento, presentando diferentes formas de enfrentamiento. Además, todos resaltaron una actitud optimista en relación a las perspectivas de curación, independiente del momento del desarrollo cognitivo.(AU)

Passado, presente e futuro utilizando implantes mamários de silicone no Brasil, um relato de 45 anos / Past, present and future using silicone breast implants in Brazil, a 45-year report

O autor conviveu com implantes mamários e relata a história da evolução em seus 45 anos de experiência. Aponta os pontos principais dessa evolução, as coincidências e as complicações no transcorrer do tempo, e propõe ao final acontecimentos possíveis no futuro.

The author lived with breast implants and tells the story of evolution in his 45 years of experience. It points out the main points of this evolution, the coincidences, and complications over time, and proposes possible future events in the end.

Eventos de vida e Construção da Identidade na Adultez Emergente / Life Events and Building Identity during Emerging Adulthood / Eventos de Vida y Construcción de Identidad en la Adultez Emergente

Durante o período da adultez emergente, a forma como eventos vividos são compreendidos é afetada pela narrativa de história de vida internalizada pelo indivíduo. A investigação dos tipos de experiências mais frequentes nessa fase contribui para a compreensão da forma como histórias de vida e identidades são construídas. O objetivo deste estudo foi investigar temáticas frequentes nos eventos de vida considerados importantes por jovens universitários. Participaram 287 universitários, com idades entre 18 e 35 anos (M = 22,55; DP = 5,88) que responderam a um questionário no qual relataram sete eventos mais importantes de suas vidas. Valência emocional, importância, prevalência e idade na qual ocorreu foram atribuídos pelos participantes aos seus eventos de vida. Os eventos citados foram, em sua maioria, considerados positivos, resultado condizente com a literatura sobre memória autobiográfica. As três categorias mais citadas envolveram temáticas relacionadas à exploração identitária e de possibilidades, características marcantes da adultez emergente. (AU)

During the emerging adulthood life period, the way that the events are understood is influenced by the internalized life story narrative. The investigation of the kind of experience that is most frequent in this period contributes to the understanding of the way life stories and identities are built. The goal of this study was to investigate the most frequently found themes in the events considered the most important ones by Brazilian undergraduates. Participants were 287 college students, with ages between 18 and 35 years (M = 22,55; SD = 5.88), who completed a questionnaire about the seven most important events that happened in their lives. Participants also rated each event for valence, importance, prevalence, and the age in which it occurred. The events mentioned were mostly positive, a result in line with the literature on autobiographical memory. The three most mentioned categories were related to the exploration of identity and possibilities that are characteristic of the emerging adulthood. (AU)

Durante el periodo de la adultez emergente, la forma como se comprenden los eventos vividos es afectada por la narrativa de historia de vida internalizada por el individuo. La investigación de los tipos de experiencias más frecuentes de esta fase contribuye para la comprensión del modo en que las historias de vida y las identidades son construidas. El objetivo de este estudio fue investigar temáticas frecuentes en los eventos de vida considerados importantes por jóvenes universitarios. Participaron 287 universitarios con edades entre 18 y 35 años (M = 22,55; DE = 5,88), respondiendo a un cuestionario en el que relataron los siete eventos más importantes de sus vidas. Valencia emocional, importancia, prevalencia y edad en la que ocurrieron los eventos fueron atribuidos por los participantes a sus eventos de vida. Los eventos citados fueron considerados positivos en su mayoría, un resultado congruente con la literatura sobre memoria autobiográfica. Las tres categorías más citadas comprenden temáticas relacionadas a la exploración de la identidad y de las posibilidades, características marcantes de la adultez emergente. (AU)