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To identify dietary patterns and assess their association with the presence or absence of type 1 diabetes (T1D) and biochemical markers of cardiovascular risk. The study involved patients with T1D and healthy individuals (n=90). Patients with T1D were recruited at the Endocrinology and Diabetes Outpatient Clinic of the Hospital from the Federal University of Ceará (HUWC-UFC) and healthy adult individuals were recruited at the State University of Ceará (UECE) and UFC, in the period from 2016 to 2017. Dietary intake was obtained through 24-hour recalls. Dietary patterns were identified by principal component factor analysis, followed by orthogonal varimax rotation. Poisson regression estimated the prevalence ratios of independent variables about outcomes. Three main patterns were identified: prudent (poultry, fish, tame fruits, whole grains, vegetables, fruits, skimmed milk, and with a negative charge for beef, pork, cereal, legumes, and whole milk), snack (sandwich and fruit smoothie) and western (industrialized drinks, sweets, snacks, and foods rich in fats). The association was observed between the prudent pattern with lower HDL cholesterol levels; the snack pattern with lower fasting blood glucose and higher triglyceride level and the western one with higher fasting blood glucose levels. There was no association between patterns and the presence or absence of T1D. The patterns identified were not associated with the presence or absence of T1D, but have been related to HDL cholesterol, triglycerides, and blood glucose.

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Teaching mathematics as a concept formation process requires rethinking the teacher's role, the conditions for organizing pedagogical work, the way of thinking, feeling and acting in education, the characteristics and interests of students. It needs the entire school community's involvement, presenting the content in a contextualized way, through a problematic situation, compatible with a real situation, which has elements that give meaning and construction to the mathematical content. This work sought to broaden the understanding of contextualization in the teaching of mathematics since working with content that is not related to the context in which the student is inserted is not attractive. To this end, a survey was conducted based on a semi-structured interview with the teachers and students of that school, in addition to observations and pedagogical practice. According to the results, the teachers' conceptions are identified and perceived, showing that the methodologies used by them in a contextualized way provide meaningful learning, since teaching is an active, evolving process about contextualization and its contribution to the learning of the students of this school, the research also shows how the contextualized teaching of mathematics is evaluated and the importance of bringing innovative, motivating and meaningful situations to classrooms. Therefore, it is understood that Contextualized Education in the teaching of mathematics enables the construction of the student's knowledge according to his reality, mainly due to the applicability of Mathematics, stimulates creativity, investigation, critical analysis of results and contributes significantly to the teaching-learning process.

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