Relevant bibliographies by topics / Portuguese textbook

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Portuguese textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Portuguese textbook"

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Chaves Marinho, Janice Helena, and Delaine Cafiero Bicalho. "Ensino de gramática: contribuições de livros didáticos de Língua Portuguesa/ Grammar teaching: contributions from Portuguese textbooks." Educação em Foco 18, no. 26 (2015): 179–207. http://dx.doi.org/10.24934/eef.v18i26.507.

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Este artigo apresenta uma análise do trabalho com o ensino de gramática proposto por coleções de livros didáticos de Língua Portuguesa, de modo a identificar as contribuições que as coleções têm trazido para o ensino. Apresentamos uma análise geral de 40 coleções, em uso em escolas de Ensino Fundamental do país nos períodos de 2010 a 2012 e de 2011 a 2013. Desenvolvemos essa análise com base no estudo dos livros didáticos, bem como nas resenhas dessas coleções, publicadas nos Guias de Livro Didático. Assumindo uma concepção discursiva da língua e da linguagem (ANTUNES, 2010), interessou-nos in
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Barroso, Bianca Guedes, and Josivaldo Custódio da Silva. "Cordel literature in two 8th grade public school textbooks: reflections on literary literacy." Concilium 23, no. 3 (2023): 342–56. http://dx.doi.org/10.53660/clm-896-23b43.

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The present article has the general objective of conducting a comparative study between two Portuguese language textbooks for the 8th year of Elementary School – Final Years: “Singular e Plural: leitura, produção e estudos de linguagem”, by Balthasar and Goulart (2015) and “Tecendo Linguagens: Língua Portuguesa”, by Oliveira and Araújo (2018), used in municipal public schools in the city of Carpina-PE. Based on the assumptions of Literary Literacy developed by Cosson (2014), Marinho and Pinheiro (2012), the guidelines for the teaching of Portuguese language present in the PCN (BRASIL, 1997; 19
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Luís, Ana R. "Examining Adaptation Practices in English Language Textbooks." Journal of English Studies 22 (November 8, 2024): 199–218. http://dx.doi.org/10.18172/jes.5932.

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Authentic texts in English Language Teaching (ELT) textbooks are highly valued for their ability to provide learners with exposure to real-world language. In Portuguese ELT textbooks, very often authentic texts are marked as "adapted", but few discussions have been raised about how they are adapted in ELT textbooks and what elements are considered during text adaptation. Given the central role textbooks play in language teaching and learning, examining textbook writers' adaptation practices can help teachers make informed choices about how to best use such materials. The goal of this paper is
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Azevedo, Isabel Cristina Michelan de, and Eduardo Lopes Piris. "Tradition of foreign language teaching and learning: focusing on the Brazilian Portuguese as a Foreign Language textbook." Revista Brasileira de Linguística Aplicada 18, no. 2 (2018): 417–43. http://dx.doi.org/10.1590/1984-6398201812044.

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ABSTRACT This study addresses the concept of the tradition of foreign language teaching and learning in an attempt to consider the role of the Brazilian Portuguese as a Foreign Language (BPFL) textbook within this tradition. Therefore, based on Bornheim (1987), but also resorting to Titone (1968), Kelly (1969), Leffa (2012), and Dickey (2012), we present our concept of the tradition of foreign language teaching and learning. Thereafter, according to Foucault (1971), we analyze a BPFL textbook published in 1966 and another in 2011, focusing on activities proposed by the textbooks. Lastly, our r
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Donizete, Silva Oliveira, Raimundo Cordeiro Leidiane, and da Silva Barros Gomes Juliene. "The (meta)utterances and the process of construction of meanings in the Portuguese language textbook." Revista Letras Raras 12, no. 2 (2023): 182–203. https://doi.org/10.5281/zenodo.8302558.

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The textbook (LD), influenced by the technological development of the last decades, has undergone significant transformations. Among them, the complexification of its pages, with an interface reminiscent of web pages, has come to characterize its most recent layouts. In other words, the pages of textbooks in the latest formats present a page layout with different spaces, or subspaces, materializing different statements in a mosaic-like form. Thus, as stated by Barros (2004), there is a presence of specific meta-enunciative planes that focus on general enunciative planes. In other words, meta-u
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Stąpor, Izabela. "Hieronim Durski (ojciec szkolnictwa polskiego w Brazylii) i jego Elementarz dla Polskich Szkół w Brazylii w języku polskim i portugalskim." Poradnik Językowy, no. 3/2024(812) (May 5, 2024): 7–24. http://dx.doi.org/10.33896/porj.2024.3.1.

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The available literature lacks detailed and reliable account of the origins of teaching Polish and publishing Polish schoolbooks in Brazil. Hieronim Durski’s book Elementarz... is the first and only bilingual (Polish and Portuguese) textbook written specifically for Brazilian schools. It is an extraordinary work, since it documents a language that no longer exists and attests to archaic forms both in Polish and Portuguese. The analysis of vocabulary from the textbook reveals that as early as towards the end of the 19th century many words of Portuguese origin have penetrated the Polish language
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Solé, Glória, Isabel Barca, and Ana Paula Squinelo. "Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources." Clío, no. 50 (December 19, 2024): 42–61. https://doi.org/10.26754/ojs_clio/clio.20245010807.

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This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the 16th century, as presented in their textbooks. The students’ responses were analys
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Solé, Glória, Isabel Barca, and Ana Paula Squinelo. "Portuguese Students' ideas about slavery and the slave trade from Africa to Brazil when dealing with textbook sources." Clío, no. 50 (December 19, 2024): 42–61. https://doi.org/10.26754/ojs_clio/clo.20245010807.

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This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential consequences for Brazil and Portugal, drawing on evidence related to the slave trade and labour during the 16th century, as presented in their textbooks. The students’ responses were analys
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Costa-Silva, Jean. "Neither Portugal nor Brazil: An Investigation of the Decolonial Efforts in Instructional Materials Adopted in Early Portuguese Courses at US Universities." Hispania 107, no. 1 (2024): 67–86. http://dx.doi.org/10.1353/hpn.2024.a921462.

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Abstract: This study investigates the efforts towards promoting the decolonial teaching of Portuguese as a foreign language in instructional materials adopted in early Portuguese courses at higher education institutions in the United States. A framework for qualitative analysis of course materials, textbooks, and syllabi was designed based on Zavala's (2016) model for decolonial education and Rodríguez's (2015) studies on deep and surface culture. Eleven Portuguese undergraduate language programs in the United States submitted materials for consideration. Seven of these programs use the same t
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AMORIM, Marcel Alvaro de, Débora Ventura Klayn NASCIMENTO, and Maxwell Souza dos SANTOS. "Literary reading in a Brazilian Portuguese textbook a dialogical approach." Revista Letras Raras 10, no. 1 (2023): 52–77. https://doi.org/10.5281/zenodo.10278478.

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One of the main objectives of Basic Education is to contribute to the development of literary readers. However, trails that bring us closer to this purpose are still challenging. In this article, we intend to discuss and reframe the notion of literary reading in order to problematize its practice in a textbook. We are theoretically based on The Bakhtin Circle and literature teaching researchers, such as Zilberman (2016) and Rezende (2013). The analysis will be based on the Dialogical Discourse Analysis methodological framework, and the analytical focus falls on the first chapter of the High Sc
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Dissertations / Theses on the topic "Portuguese textbook"

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Teixeira, Adriana Luzia Sousa 1980. "Autoria no livro didático de língua portuguesa = o papel do editor = The authorship in portuguese language textbook: the role of editor." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269653.

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Orientador: Roxane Helena Rodrigues Rojo<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-20T10:05:27Z (GMT). No. of bitstreams: 1 Teixeira_AdrianaLuziaSousa_M.pdf: 4674831 bytes, checksum: 163762059a360572393612b21f7fd47b (MD5) Previous issue date: 2012<br>Resumo: Esta dissertação tem por objetivo principal analisar o papel do editor na autoria do Livro Didático de Língua Portuguesa (LDP). Tal objetivo se desdobra nos questionamentos sobre como a indústria editorial de livros didáticos tem funcionado na a
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Junior, Eduardo Perioli. "A ordem dos livros didáticos: critérios para a adoção de textos didáticos de língua portuguesa no ensino médio." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09032016-104611/.

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Esta dissertação propõe um estudo sobre a construção de critérios atualmente utilizados para a adoção de livros didáticos de Língua Portuguesa no Ensino Médio. Toma-se como objeto e fonte de estudo o Guia do Programa Nacional do Livro Didático (PNLD) publicado em 2012, investigando de que maneira esse texto expõe os critérios para aprovar títulos de Língua Portuguesa para o Ensino Médio, como os documentos oficiais impõem uma ordem aos livros, no sentido sugerido por Roger Chartier (1990). Ao estabelecer as condições para a aprovação, o PNLD acaba por ordenar também a escrita e a edição dos tí
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Macena, Elizabeth da Silva. "Estudo do diminutivo em -inho/-zinho no livro didático do projeto Teláris de Língua Portuguesa do Ensino Fundamental II." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-19112015-125753/.

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Esta pesquisa investiga como o livro didático de Língua Portuguesa do Projeto Teláris, destinado ao Ensino Fundamental II, do 6º ao 9º ano, escolhido pelas professoras de Língua Portuguesa da Unidade Municipal de Ensino Mario de Oliveira Moreira, no PNLD, de 2012, aborda o uso do diminutivo no volume do 6° ano do Ensino Fundamental. Foram verificadas questões referentes a como ocorre a contextualização das atividades, a importância que se dá à norma gramatical ou ao uso e o papel do texto nas propostas de atividades voltadas ao léxico e à língua. A partir disso, foi elaborada e aplicada uma se
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Santana, Djárcia Brito de. "A circulação do livro didático na roça: limites e possibilidades de seu uso." reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/11779.

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141 f.<br>Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T18:33:07Z No. of bitstreams: 3 Dissertacao_Djarcia Santana3.pdf: 278474 bytes, checksum: 784028f7425682beecf88675f42a1338 (MD5) Dissertacao_Djarcia Santana2.pdf: 7272951 bytes, checksum: df893f969e10d25c6d712a320f63f665 (MD5) Dissertacao_Djarcia Santana1.pdf: 6289012 bytes, checksum: 5fc78b293e1307f82f239568bfa3a205 (MD5)<br>Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T17:44:17Z (GMT) No. of bitstreams: 3 Dissertacao_Djarcia Santana3.pdf: 278474 bytes, checksum: 784028f7425682b
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Martinez, Marcella C. "An Evaluation of Communicative Activities in First-Year High School Spanish Textbooks." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2397.

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The study analyzed activities of Spanish Level 1 textbooks used in high school to determine the extent to which they incorporate some of the most respected theories of communicative language learning, in particular the theories of Krashen, Swain, Long and Nunan. Five well known Spanish books were chosen: Realidades, Exprésate, Así­ se dice, Avancemos, and Aventura. For each book, Chapter 2 and Chapter 5 were chosen to be evaluated by two raters. The activities in these chapters were analyzed according to four criteria derived from the abovementioned theories. Results suggest that textbooks may
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Manini, Daniela 1974. "A gramatica e os conhecimentos linguisticos em livros didaticos de lingua portuguesa para o ensino fundamental II (5ª a 8ª series)." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269820.

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Orientador: Roxane Helena Rodrigues Rojo<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-13T06:32:25Z (GMT). No. of bitstreams: 1 Manini_Daniela_M.pdf: 5625566 bytes, checksum: f96d7ca795cb94c8bb5e27a0c46c5359 (MD5) Previous issue date: 2009<br>Resumo: O objetivo geral desta pesquisa é analisar como livros didáticos de Português (LDP) atuais, isto é, produzidos após a elaboração dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN) e as avaliações do Programa Nacional do Livro Didático (PNLD),
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Nakamoto, Persio. "A configuração gráfica do livro didático: um espaço pleno de significados." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02082010-141808/.

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Desde os primeiros códices até os atuais livros didáticos que são consumidos em quase todo o mundo, não houve grandes mudanças no seu formato: conjunto de folhas amarradas formando uma espécie de livro. Com tão pouca mudança nos códices, é o design que vem influenciando o seu formato e, consequentemente, a forma de interação com o público leitor: capas que despertam a atenção, fotos coloridas, ilustrações, páginas coloridas, inúmeras fontes, materiais diversos etc. Essas mudanças no layout também influenciam a confecção dos livros didáticos e também nas suas formas de uso. Dessa forma, esse pr
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Cardoso, Ronaldo José. "Análise linguística em livro didático de português (6º a 9º ano) – os des(usos) das orientações didáticas dos parâmetros curriculares nacionais." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7738.

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Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-06T18:39:22Z No. of bitstreams: 2 Dissertacao - Ronaldo José Cardoso - 2017.pdf: 4602027 bytes, checksum: f674643013ea55ba5241eaa4c89e4483 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-15T15:37:24Z (GMT) No. of bitstreams: 2 Dissertacao - Ronaldo José Cardoso - 2017.pdf: 4602027 bytes, checksum: f674643013ea55ba5241eaa4c89e4483 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>M
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Patriota, Luciene Maria. "A tradição discursiva livro didático de português: mudanças e permanências ao longo dos séculos XX e XXI." Universidade Federal da Paraí­ba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/6349.

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Made available in DSpace on 2015-05-14T12:42:38Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 6739776 bytes, checksum: 6c1b31b808b4928bde41bd37b5cc4740 (MD5) Previous issue date: 2011-11-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Many eyes have been cast on the Textbook of Portuguese, look pedagogical, political, economic, prescribing, criticize or complain. Therefore, this study aimed to conduct a socio-historical look over these books much more in order to understand them, than to criticize them or evaluate them, aiming to show the general textbook of Portuguese
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Ferreira, Wagner Aquino Reis. "Livro didático e o ensino de Língua Portuguesa no 9º ano do Ensino Fundamental de uma escola municipal ludovicense." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20041.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-27T12:41:01Z No. of bitstreams: 1 Wagner Aquino Reis Ferreira.pdf: 15933079 bytes, checksum: 668815eacc1a61eba885fb126ae5ca7c (MD5)<br>Made available in DSpace on 2017-04-27T12:41:01Z (GMT). No. of bitstreams: 1 Wagner Aquino Reis Ferreira.pdf: 15933079 bytes, checksum: 668815eacc1a61eba885fb126ae5ca7c (MD5) Previous issue date: 2017-03-16<br>The present dissertation in the area of Portuguese Language Teaching will discuss the selection and classroom use of textbooks in the 9th Grade of the Elementary School in a municipal sch
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Books on the topic "Portuguese textbook"

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1939-, Tolman Jon M., ed. Travessia: A video-based Portuguese textbook. Georgetown University Press, 1988.

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1939-, Tolman Jon M., ed. Travessia, a video-based Portuguese textbook. Georgetown University Press, 1988.

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Tolman, Jon M. Travessia: A Portuguese Language Textbook, Vol. 2. Georgetown University Press, 1989.

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1939-, Tolman Jon M., ed. Travessia, a video-based Portuguese textbook: Caderno de exerci cios. Georgetown University Press, 1988.

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Tyson-Ward, Sue. Portuguese grammar. McGraw-Hill, 2004.

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Cook, Manuela. Complete Portuguese. McGraw-Hill, 2010.

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Tyson-Ward, Sue. Portuguese grammar. Teach Yourself, 2003.

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Smith, Elisabeth. Instant Portuguese. Teach Yourself, 2000.

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Tyson-Ward, Sue. Brazilian Portuguese. Contemporary Books, 2003.

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Tyson-Ward, Sue. Brazilian Portuguese. McGraw-Hill, 2004.

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Book chapters on the topic "Portuguese textbook"

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Santos, Alexandra, and Filipa Subtil. "Literature Against the Empire: Narratives of the Nation in the Textbook História de Angola and in the Novel Yaka." In Media and the Portuguese Empire. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61792-3_17.

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Lagarto, José, Carla Ganito, and Hermínia Marques. "The Digital Textbook: New Learning Paradigms in Primary Education—A Portuguese Pilot Project." In Handbook on Digital Learning for K-12 Schools. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33808-8_31.

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Pinho, Eliana Manuel, José Carlos Santos, and João Pedro Xavier. "Portuguese Textbooks on Descriptive Geometry." In International Studies in the History of Mathematics and its Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14808-9_7.

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Pinto, Hélder, Cecília Costa, and Helmuth R. Malonek. "History of Mathematics in Portuguese Ancient Textbooks of Vicente Gonçalves and Sebastião e Silva: Potentialities for Current Teaching." In Trends in the History of Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86870-2_24.

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Pio, Carlos, and Eduardo Viana da Silva. "An inclusionary open access textbook for Portuguese." In New case studies of openness in and beyond the language classroom. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.37.963.

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Pastrana, Tania, Denisse Ruth Parra Giordano, Miguel Antonio Sánchez Cárdenas, Xiomara Carmona Montoya, and Beatriz Montes de Oca. "Palliative care in Latin America." In Oxford Textbook of Palliative Nursing. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0076.

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This chapter focuses on palliative care in one Portuguese-speaking country (Brazil) and eighteen Spanish-speaking countries (Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Uruguay, and Venezuela). The challenge for palliative care in Latin America is to develop a model of care appropriate to the sociocultural context and integrated to public health, including suitable policies, education, and implementation of palliative care programs to all levels of society.
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Rodrigues Pinheiro da Costa, Douglas, and Rita de Cássia Paiva. "The Amazon Forest in Classes of “Guamá Bilíngue” Project." In Tropical Forests - Ecology, Diversity and Conservation Status [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.110826.

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This chapter describes at first the program Guamá Bilíngue (name referred to the river along the university bank which is part of the Amazon Basis) that, from the Universidade Federal do Pará (UFPA in Portuguese acronym meaning the Federal University of Para State) and its purpose of social transformation through the foreign languages teaching/learning process. Then, is to divulge the proposal to produce a textbook for future English classes in the program, especially because it is where students can discuss about the Brazilian Amazon Forest to generate critical consciousness about taking care
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Manole, Veronica. "A intercompreensão românica e a pluricentricidade linguística no ensino do PLE: desmistificando a doxa uma língua, uma norma, uma cultura." In Desafios e Descobertas: perspe(c)tivas do Português como língua não materna. FLUP-CLUP, 2024. https://doi.org/10.21747/978-989-9193-37-6/desa5.

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In this paper we advocate the introduction of Romance intercomprehension and the pluricentric approach in classes of Portuguese as a Foreign Language (PFL), to speed up the learning process and raise students’ awareness regarding the Lusophone cultures and the linguistic variation. After short theoretical presentations on Romance IC and the pluricentrism of the Portuguese language, we address twelve myths surrounding these approaches. Then we suggest a few IC and PFL textbooks that could help teachers and give a brief presentation of the Portal do Professor de Português Língua Estrangeira/Líng
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Domingues, João Caramalho. "What Mathematics for Portuguese Military Engineers?" In Beyond the Learned Academy. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198863953.003.0005.

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Abstract There were no explicit regulations on mathematical curricula for Portuguese military engineering education before the middle of the eighteenth century. But we may try to reconstruct their mathematical content by comparing the few textbooks published with some manuscript lecture notes, the more interesting ones dating from the 1720s and 1730s. These notes (more than printed textbooks) show a rather fuller curriculum, particularly on mathematics, from about 1720 onwards, than in the seventeenth century. This is probably related to the intention of the Chief Engineer, Manuel Azevedo Fort
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Stevenson, Robert. "Study Session 7 Portuguese Musical Outreach: Five Centuries." In Musicology And Sister Disciplines Past,Present,Future. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198167341.003.0053.

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Abstract Robert Stevenson pointed out in the opening paper of this session that, despite the fact that Vicente Lusitano was declared winner in a debate with Nicola Vicentino staged at Rome on 4 June 155 r in the presence of the latter’s patron, Ippolito d’Este II (1509-72), cardinal of Ferrara, the mulatto priest born at Olivern;a has been consistently snubbed in all recent textbooks. Omnipotent Grout and his kind salute Vicentino, but ignore Lusitano. Canonized period histories, such as H. M. Brown’s Music in the Renaissance (Englewood Cliffs, NJ, 1976) and The Age of Humanism 1540-1630, ed.
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Conference papers on the topic "Portuguese textbook"

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Mafra, Paulo, and Nelson Lima. "The Microorganisms in the Portuguese National Curriculum and Primary School Textbooks." In Proceedings of the II International Conference on Environmental, Industrial and Applied Microbiology (BioMicroWorld2007). WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789812837554_0130.

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JAMI, Catherine. "TEACHERS OF MATHEMATICS IN CHINA: THE JESUITS AND THEIR TEXTBOOKS (1580-1723)." In Scientific Practices and the Portuguese Expansion in Asia (1498–1759). WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702302_0005.

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Arakaki, Marina. "Semiotic Analysis of Typographic Aspects of TextBook Projeto Buriti Português 1." In 6th Information Design International Conference. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-17.

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Neves, Uriel Di Oliveira. "Spinal anesthesia: a review of theoretical aspects and description of the procedure." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-091.

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Abstract INTRODUCTION: Spinal anesthesia is a common procedure in the arsenal of any anesthesiologist; therefore, it is of fundamental importance that the professional who performs the blockade has knowledge about aspects related to the different mechanisms of application, as well as the clinical responses to the different levels of blockade. Therefore, the objective of this study is to improve the understanding of the procedure, approaching important aspects with the purpose of generating more information for the professional, thus reducing failure rates and negative outcomes.. METHODOLOGY: T
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ERTHAL, Luísa Canto, Guilherme Felipe Dutra SILVA, and Aline Trovão QUEIROZ. "CHILD DEPRESSION IN BRAZIL - A LITERATURE REVIEW." In SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 2021 INTERNATIONAL VIRTUAL CONFERENCE. DR. D. SCIENTIFIC CONSULTING, 2022. http://dx.doi.org/10.48141/sbjchem.21scon.44_abstract_erthal.pdf.

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Childhood depression is a very prevalent mental health condition in today's society. Its debate began to become relevant in the 1960s and, although there is no doubt about its existence, the subject is still little discussed. This paper aims to demonstrate the relevance of the subject due to its high prevalence and underdiagnosis. A literature review on Childhood Depression in Brazil was carried out based on research in Pubmed, Scielo, and Google Scholar databases, between 1989 and 2020, in Portuguese and English, using the descriptors: “child depression”, “symptoms of depression” and “treatme
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