Este estudo insere-se nos pressupostos de análise qualitativa de pesquisa, cujo objetivo foi interpretar as perspectivas dos profissionais de Saúde Mental acerca da reabilitação psicossocial do portador de transtorno mental para conhecer como eles a viabilizam na sua prática profissional. A coleta de dados resultou da aplicação da entrevista semi-estruturada com 8 profissionais de Saúde Mental, que trabalham no Centro de Atenção Psicossocial. Após as leituras, recortes de trechos de falas, elaboramos as subcategorias e categorias, interpretados com respaldo na literatura. Os resultados apontam que a reabilitação psicossocial é um processo cuja implementação ainda necessita da efetiva superação do paradigma tradicional de saúde/doença mental, que norteia conceitos e práticas terapêuticas e requer confiança dos profissionais acerca da capacidade dos usuários de transitar como cidadão nos mais variados segmentos da vida social.

O presente trabalho objetivou compreender as significações dos profissionais de saúde que lidam com pacientes graves acerca da morte. Utilizamo-nos da Etnometodologia, a qual nos possibilitou observar, interagir com o grupo e entrevistá-lo a fim de compreender o fenômeno. O grupo investigado constituiu-se de 10 profissionais de enfermagem lotados na sala de ressuscitação de um hospital de referência de Fortaleza, especializado em atendimento a pacientes politraumatizados. Denotamos que a morte no hospital é um fato de multienfoques e, sobretudo, negado de várias maneiras. O despreparo tanatológico produz uma série de reações nos profissionais, os quais tendem a significar a morte e o morrer, a partir das condições de trabalho, das relações de poder, envolvendo aspectos políticos, éticos, culturais e socioeconômicos. Percebe-se necessária a expansão do conteúdo tanático em âmbito acadêmico e profissional como meio de otimizar a assistência e permitir o autoconhecimento.

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Data are presented from two magnitude estimation experiments in which the geographical areas of Brazilian states were judged. In Experiment 1 observers estimated the areas of the states in three conditions: in the presence of a map (perceived area), using memory following study of a map (remembered area), and using only general knowledge of Brazilian geography (inferred area). The results showed that the psychophysical power law describes well the inferred, remembered, and perceived magnitude estimates of areas of states. As had been found previously for areas of states, the remembered exponent approximated the square of the perceived exponent. Experiment 2 examined the correlations of the power functions exponents for observers who estimated areas of states on two sessions separated by an interval of 1 month. As in Experiment 1, observers estimated the areas from inference, from memory following study of a map, or in the presence of a map. Again, comparison of remembered and perceived psychophysical functions showed that for both sessions the remembered exponent was equal to the square of the perceived exponent. Since the correlations between Sessions 1 and 2 were fairly high and positive, the results also showed that all modes of judgments manifest temporal stability for an interval of at least 1 month between sessions. Stable individual differences can be shown for the exponent of the psychophysical power function for magnitude estimates of inferred, remembered, and perceived area. Although the exponent varies from one individual to another, the power function accurately describes the data of all observers in all conditions.

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Three separate groups of observers made magnitude estimates of intercity distance in two sessions separated by an interval of 1 month. The first group of observers estimated intercity distance from memory, using just general knowledge of Brazilian geography (inferred distance). The second group estimated intercity distance from memory after studying a map for a period of7 min (remembered distance). The third group made the estimates while viewing a map (perceived distance). It was found that (1) although the exponent varied from one individual to another, the psychophysical power law described well the inferred, remembered, and perceived magnitude estimates of intercity distance; (2) the following ordinal relationship occurred between the sizes of the mean exponents: perceived > remembered > inferred; (3) the correlations between observers' exponents for the first and second sessions for all types of estimate were fairly high and positive; and (4) the individual differences observed in the exponents of the psychophysical power law for magnitude estimates of inferred, remembered, and perceived intercity distance were stable, at least for an interval of 1 month between sessions.The development of direct estimation methods by S. S. Stevens and collaborators (e.g., S. S. Stevens, 1975) was followed by an interest in the variability of individual power functions . In fact, many experiments have reported considerable individual differences in the exponent of Jones & Marcus, 1961;Ramsay , 1979;Rule , 1966;Rule & Markley, 1971;Schneider, 1980;J. C. Stevens & Guirao, 1964) . The outcomes of these experiments have raised the question of whether the variability observed in the exponents reflects genuine perceptual differences or some type of cognitive factor, such as a response bias , that affects observers' responses to stimulus intensities in a scaling task. To attack this question experimentally, Duda (1975) considered three models proposed to interpret power functions . These models also specify how sensory, stimulus, and response variables determine observers' judgmental behavior in a scaling task. A correlational analysis on individual differences in exponents was undertaken to test the predictions derived from each model. The results showed that response variables are important determinants ofjudgmental behavior in psychophysical scaling . These findings led Duda to suggest that observers' responses to stimulus magnitudes in a scaling task are largely cognitive.Correlational studies of stability of individual psychophysical power function exponents have produced inconclusive and sometimes contradictory results, even when the same sensory or perceptual attribute-for example, area or length-has been used. Jones and Woskow (1962) and Ekman et al. (1968) reported low but significant correlations between exponents for two stimulus continua when the same response cont inuum was used . In addition, Ekman et al. reported high correlations when there was no change in either stimulus or response continuum. Rule (1966) found...

Since its beginning in Wuhan, China, in December 2019, the disease caused by COVID-19 has reached more than 27 million confirmed cases and more than 880 thousand deaths worldwide by early September 2020. Although it is known that some of these deaths may have been influenced by the overload of health systems, the world medical literature lacks data on deaths due to COVID-19 in patients who have not received medical assistance. We conducted a retrospective transversal study to report the clinical and epidemiological profile of the first 200 consecutive cases of home deaths without medical assistance caused by COVID-19 diagnosed by verbal autopsy and real-time PCR in samples of postmortem nasopharyngeal swabs, in the state of Ceara, in Northeastern Brazil. The data show a slightly increased prevalence of cases in males (57%) and an average age of 76.8 years. Previous comorbidities were reported in 85.5% of cases, the most common being cardiovascular disease (45%), neurological disease (30%), and diabetes (29%). The main symptoms reported were dyspnea (79%), fever (75.5%), cough (69%), and fatigue (42.5%). The average time between the onset of illness and death was 7.3 days, being statistically shorter in patients who had previous comorbidities (P = 0.0215). This is the first study to evidence the clinical and epidemiological characteristics of COVID-19 home deaths without medical assistance, which may represent a considerable portion of the pandemic burden, especially in the context of health system overload.

RESUMO: o objetivo deste artigo -um ensaio teórico -é realizar uma discussão sobre estigma e suas formas de manifestação no currículo da escola, tomando por base a noção de currículo oculto. Esta discussão será realizada tendo como pano de fundo os processos de escolarização de alunos com defi ciência. Os processos de estigmatização no âmbito da vida social são muitos e têm múltiplas manifestações. O estigma depende diretamente da existência de alguma forma de julgamento que cria categorias de sujeitos considerados socialmente "desacreditáveis". Isto pode repercutir de forma avassaladora no processo de constituição de identidades e na forma como instituições, como a escola, lida com os processos de ensino e aprendizagem para alunos que historicamente são estigmatizados, tais como os que apresentam defi ciências. As situações de estigmatização e discriminação evidenciadas na escola são construções sociais e se personifi cam no contexto do currículo. Consubstanciadas no denominado corpus formal de conhecimento escolar (conteúdos curriculares), nas ações cotidianas da escola (currículo em ação) e no denominado currículo oculto. Os desdobramentos ideológicos e a legitimação são sedimentados em aspectos explícitos e implícitos do currículo e situam-se em sua materialidade e no domínio do simbólico. Nestes dois âmbitos as questões da educação das pessoas com defi ciência podem ser observadas, em situações que evidenciam a presença de estigmas e preconceito sob a aparente inclusão escolar. Em plena efervescência da chamada Educação Inclusiva investigações na confl uência entre currículo e estigma podem ser oportunas na busca pela construção de currículos mais atentos a diversidade humana. PALAVRAS-CHAVE:Currículo. Estigma. Educação Especial. ANPEd. ABSTRACT:The purpose of this article -a theoretical essay -is to conduct a discussion about stigma and its manifestations in the school curriculum, based on the notion of Hidden Curriculum. This discussion will be held using as background the processes of schooling for students with disabilities. The processes of stigmatization in the context of social life are many and have multiple manifestations. The stigma is directly dependent on the existence of some form of judgment that creates categories of subjects considered socially "discredited". This can affect so overpowering in the process of identity formation and how institutions such as schools deals with the processes of teaching and learning for students who have historically been stigmatized, such as students with disabilities. The stigmatization and discrimination situations are social constructions and are embodied in the context of the curriculum; embodied on the so-called formal corpus of school knowledge (curricular content), in the everyday actions of the school (curriculum in action) and the denominated Hidden curriculum. The legitimacy and ideological developments are settled down on inexplicit and implicit aspects of the curriculum and are located in its materiality and the symbolic domain. In these two areas t...