Câncer é possivelmente a doença mais temida na atualidade. Por seu caráter crônico, exige ajustamentos em múltiplos domínios na vida do paciente, com evidências indicando que fatores físicos, emocionais, cognitivos, interpessoais e comportamentais estão interrelacionados e contribuem para o ajustamento de cada indivíduo. A perspectiva de superação de uma experiência desafiadora como o câncer pode resultar no desenvolvimento do que alguns autores denominam de crescimento pós-traumático. O objetivo consistiu em identificar os fatores relacionados ao crescimento pós-traumático a partir do diagnóstico e tratamento de câncer de mama. Participaram deste estudo trinta mulheres diagnosticadas com câncer de mama em tratamento no Hospital Geral do Interior de São Paulo. Para o processo de coleta de dados foram utilizados, questionário sociodemográfico, Escala de Ansiedade e Depressão Hospitalar, Escala de esperança de Herth, Escala de Apoio Social, Escala de Ajustamento Mental para o câncer e Inventário de Crescimento Pós-Traumático. Resultados: verificou-se que variáveis como idade, possuir um companheiro, maior tempo de diagnóstico, esperança, menores indicadores de depressão, maior nível de escolaridade e religião são fatores que colaboram para o desenvolvimento do crescimento pós-traumático. Estes resultados apontam para a importância da identificação destas variáveis no perfil psicossocial de pacientes com câncer, e principalmente para a necessidade de elaborar intervenções que possam promover a manutenção e o desenvolvimento de fatores de proteção em face dos estressores do tratamento.

This article aims to present a practice of reading and writing in the discursive perspective, from versions of children’s and young adult’s literature and cinema, on reconstruction of stories. The theoretical basis supporting this reflection is Discourse Analysis (DA), anchored in the studies of Michel Pêcheux, in France, and Eni Puccinelli Orlandi, in Brazil. We started with the reading project Ler, contar e recontar (Reading, telling and retelling) in 2012, motivated by the concern about students presenting difficulties in writing and interpreting texts in all disciplines. The project’s purpose is to perform DA on literary and cinematographic works in activities that lead to the establishment of similarities and differences among such materials. We provided visibility to the effects of meaning produced in the passage from the book to films and to drawings, considering the different processes of constitution, formulation and circulation of each significant materiality. By an approach involving reading the book, watching movies and examining drawings, added by discussions on effects of meaning of each and among them, it was possible to build the final product: a new version for the Peter Pan story, which was brought to the current days. Such story was presented on a festive night to the school community, showing the effects of authorship. It is worth remembering that it is not possible to invent a recipe. Our project is unique and even if someone wants to copy it, i.e., use the same methodology, the results will be different, as the subjects will be different, just like the production conditions, the time, the teacher, the activities etc. The unique production conditions of the conceived activities and the specific chosen class are responsible for the particular result of any proposal.

In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

The current technological configuration added to the present social demands in health make it necessary to review the teaching-learning methodologies applied during the graduation of the medical professional. Those necessities are addressed by the National Curricular Guidelines, which preconize the adoption of methodologies that stimulate the student's autonomy and put the faculty in compliance with the current situation. To obtain a panorama about the medical students’ perception in a college of a inland city of the São Paulo state in relation to the Active Teaching-LearningMethodologies (ATLM) this cross-sectional, descriptive-exploratory, quantitative analysis was carried out where the participants were students of the Medical School of São José do Rio Preto - FAMERP in 2017. Through a mixed questionnaire, that is, with open and closed questions, data were collected necessary to reach the objective. A total of 364 students participated, of whom 70.9% agreed they would like to use ATLM more often. Regarding the role of the student: 80.7% agreed that ATLM stimulate the study; 73.3% agreed that group activities support learning; 44.2% disagreed that students are not prepared for ATLM due to lack of maturity and 51.1% agreed that they are unprepared to use ATLM for being accustomed to traditional teaching methods. Data show that, even though they do not attend classes with ATLM frequently, the students can be very interested in execute them. Emphasis is given to his intense perception of learning in these moments. The student profile that compares with the ATLM is the one that knows them, that is, those who have had contact with such methodologies want to use them more frequently. In addition, students consider that the teachers’ role should be that of a learning facilitator, who guides the studies so that the academic goals are achieved.

Este artigo tem por objetivo apresentar uma prática de leitura e escrita na perspectiva discursiva, a partir de versões da literatura na reconstrução de histórias, tendo como foco a autoria. A base teórica que sustenta esta reflexão é a Análise do Discurso (AD), ancorada nos estudos de Michel Pêcheux, na França, e de Eni Puccinelli Orlandi, no Brasil, a Base Nacional Comum Curricular (BNCC) brasileira e o Documento de Referência Curricular de Mato Grosso (DRC-MT). A finalidade foi trabalhar discursivamente a obra literária, desenvolvendo competências e habilidades por meio de atividades que conduziram ao estabelecimento de relações de semelhanças e diferenças entre esses materiais, nas quais demos visibilidade aos efeitos de sentido produzidos, considerando os diferentes processos de constituição, formulação e circulação das diferentes materialidades significantes como produto final. As atividades foram realizadas entre 2019 e 2020, na Escola Estadual Rui Barbosa, distrito de Monte Castelo - Brasil, por meio de um projeto de leitura que se iniciou em 2012 e que vem se aperfeiçoando gradativamente, mas tem mostrado que vale a pena investir em práticas de sala de aula diferenciadas e contribuir de forma significativa para que todos que dele participarem promovam o crescimento intelectual e ampliem a perspectiva de futuro prevista na ótica educacional.