Introduction Musculoskeletal pain is a common clinical condition and about 10% of the population have musculoskeletal disorder. Objective The aim of this study was to evaluate whether ischemic pressure and dry needling techniques are able to reduce the pain of patients with myofascial pain syndrome. Method 22 patients aged 20-75 years were randomized into 3 groups: ischemic pressure (IPG = 8), dry needling (DNG = 7) and control (CG = 7). Patients in the IPG and DNG were assessed before and after 10 intervention sessions, which occurred 3 times per week. The CG was assessed initially and reassessed three weeks later. The assessment of pain was done through Visual Analogic Scale (VAS) and quality of life through WHOQOL-BREF (5 domains: global, physical, psychological, social and environmental). Results There was no significant difference for clinical and demographic data of all groups at baseline, except for age (p = 0.042). The results of the VAS expressed that IPG had pain relief in most sessions, the same was not observed for DNG. Comparing the 2 groups was obtained difference in the 4th and 8th sessions. The results of the WHOQOL-BREF showed that the three groups had a significant increase in the psychological domain. The same was not true for global domains, physical, environmental and social. Conclusion Ischemic pressure and dry needling were able to reduce the pain of patients and also change their quality of life, specifically the psychological aspect.

O vigente artigo apresenta e discute resultados de uma intervenção pedagógica realizada por meio do Programa de Residência Pedagógica vinculado ao Curso de Licenciatura em Geografia da Universidade Federal de Pernambuco (UFPE), numa série do 7º ano do Ensino Fundamental da Escola Municipal São Cristóvão. Apoiando-se na Lei 10.639, que estabelece o 20 de novembro como o Dia Nacional da Consciência Negra e a obrigatoriedade do ensino da história e cultura Africana e Afro-brasileira, a intervenção teve como objetivo principal abordar a temática da Cultura Afro-brasileira e a Consciência Negra de forma lúdica, a fim de desmistificar e fortalecer o repertório sociocultural dos estudantes. Utilizando o lúdico como elemento facilitador no ensino da Geografia e dessa temática transversal, no contexto das aulas remotas devido a pandemia, buscou-se engajar os estudantes a aprender de forma ativa. Nesse cenário, empregou-se recursos visuais em slides, no primeiro momento, de forma expositiva e dialogada. E em seguida, utilizou-se a plataforma onlineWordwall, que viabilizou a integração entre conteúdos e a interatividade, a partir de um jogo, entre os sujeitos envolvidos.