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A partir da apresentação de fragmentos de um caso clínico de autismo infantil, busca-se discutir possibilidades de manejo da voz, do olhar e do corpo do analista no trabalho com sujeitos autistas. Com o referencial da psicanálise, analisam-se algumas estratégias utilizadas pelas analistas na condução do caso bem como seus efeitos na construção do corpo da criança. Assim, considera-se que o analista, ao se portar como um parceiro no trabalho de construção já realizado pelo autista, pode acolher suas dificuldades e reconhecer seus interesses particulares, a fim de estabelecer uma prática clínica que o ajude a se regular e a construir formas menos angustiantes de estar no mundo e de se relacionar

A partir de la presentación de fragmentos de un caso clínico de autismo infantil, se busca discutir posibilidades de manejo de la voz, de la mirada y del cuerpo del analista en el trabajo con sujetos autistas. Con el referencial del psicoanálisis, se analizan algunas estrategias utilizadas por las analistas en la conducción del caso así como sus efectos en la construcción del cuerpo infantil. Así, se considera que el analista, al portarse como un compañero en el trabajo de la construcción ya realizado por el autista, puede acoger sus dificultades y reconocer sus intereses particulares, a fin de establecer una práctica clínica, que lo ayude a regularse y construir formas menos angustiantes de estar en el mundo y relacionarse

Based on the presentation of fragments of a clinical case of infantile autism, the aim is to discuss possibilities for managing the analyst's voice, gaze and body when working with autistic subjects. Relied on the theoretical framework of psychoanalysis, some strategies used by the analysts in the conduction of the case are analyzed, as well as their effects in the construction of the child's body. Thus, it is considered that the analyst, by behaving as a partner in the work of construction which was already carried out by the autistic, can host his/her difficulties and recognize his/her particular interests, in order to establish a clinical practice that helps him/her to regulate himself/herself and to build less distressing ways of being in the world and relating

A partir de la présentation des fragments d'un cas clinique d'autisme infantile, on cherche à discuter les possibilités dans le maniement de la voix, du regard et du corps de l'analyste dans son travail avec les sujets autistes. D'après les références de la psychanalyse, on analyse certaines stratégies utilisées par les analystes pour bien conduire les cas ainsi que leurs effets dans la construction du corps de l'enfant. Alors, on considère que l'analyste, en se conduisant comme un compagnon de travail dans la construction déjà réalisé par l'autiste, peut accueillir ses difficultés et reconnaître ses intérêts particuliers, afin d'établir une pratique clinique qui puisse l'aider à se régir et à construire des modes moins angoissants d'être au monde et de se rapporter aux autres

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Nursing history is marked by stigmas of gender, race and class. Nowadays, this scenario is evidenced by the social disqualification of the profession and biomedical and male supremacy. Nevertheless, the profession has the potential to change this paradigm with an intersectional approach. The current study aims to understand how the relationships of gender, feminism and empowerment are experienced by nursing students at a Brazilian public university. This is a qualitative study, exploratory-explanatory, with the application of interviews with nursing students in their five years of training. The chosen method of analysis was the Discourse of the Collective Subject based on the central ideas categorized after the interviews: (a) Profession-female and stigmatized due to its historical construction influenced by religiosity and moral; (b) Formation-far from gender relations by the perpetuation of stereotypes; and (c) Perspectives-empowerment of the profession if close to the feminist movement. The students' discourse alert to the historical reflexes of oppressive ideological mechanisms of women and nursing in their ongoing professional training, claiming transversal learning spaces for the critical expansion of gender awareness and consequent empowerment of nursing in a feminist and intersectional perspective.

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OBJECTIVES: to understand the challenges of introducing gender debate in nursing training from undergraduate students' perspective. METHODS: a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos' knowledge production paradigm theoretical framework. RESULTS: nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession. FINAL CONSIDERATIONS: nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.

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ABSTRACT Objectives: to understand the challenges of introducing gender debate in nursing training from undergraduate students' perspective. Methods: a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos' knowledge production paradigm theoretical framework. Results: nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession. Final Considerations: nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.

RESUMEN Objetivos: comprender los desafíos de insertar el debate de género en el proceso de formación de enfermeras desde la perspectiva de los estudiantes de pregrado. Métodos: estudio cualitativo, exploratorio-explicativo. Los datos fueron recolectados mediante entrevistas semiestructuradas aplicadas a 12 estudiantes de enfermería de una universidad pública de São Paulo. Para el tratamiento y análisis de los datos se utilizó el método del Discurso Colectivo del Sujeto a la luz del marco teórico del paradigma de producción de conocimiento de Boaventura de Sousa Santos. Resultados: la formación en enfermería sigue centrada en el modelo científico tradicional, descuidando el género y fortaleciendo los estereotipos orientados a la feminización de la profesión. Consideraciones Finales: la formación de enfermeras tiene el desafío de implementar acciones que profundicen el tema de género. Para ello, se sugieren algunas estrategias, como mejorar la formación del profesorado y apropiarse de prácticas pedagógicas emancipadoras; la revisión de proyectos políticos pedagógicos; teorización y reestructuración curricular; la problematización de las cuestiones de género para el liderazgo de enfermería.

RESUMO Objetivos: compreender os desafios da inserção do debate de gênero no processo formativo de enfermeiras(os) na perspectiva de estudantes de graduação. Métodos: estudo qualitativo, exploratório-explicativo. Os dados foram coletados por entrevista semiestruturada aplicada a 12 graduandas(os) de enfermagem de universidade pública paulista. Para tratamento e análise dos dados, utilizou-se o método do Discurso do Sujeito Coletivo à luz do referencial teórico do paradigma de produção de conhecimento de Boaventura de Sousa Santos. Resultados: a formação em enfermagem continua centrada no modelo científico tradicional, negligenciando o gênero e fortalecendo estereótipos voltados à feminilização da profissão. Considerações Finais: a formação das(os) enfermeiras(os) tem o desafio de implementar ações que aprofundem o tema gênero. Para tanto, sugerem-se algumas estratégias, como o aperfeiçoamento da formação docente e apropriação de práticas pedagógicas emancipatórias; a revisão dos projetos políticos pedagógicos; a teorização e reestruturação curricular; a problematização das questões de gênero para liderança de enfermagem.

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2,4-Dichlorophenoxyacetic acid (2,4-D) is one of the most widely used herbicides in the world, but its mutagenic and carcinogenic potential is still controversial. We simulated environmental exposure to 2,4-D, with the objective of evaluating the genotoxic effect of acute and chronic exposure to 2,4-D in rodents. We also evaluated the performance of machine learning algorithms in detecting differences in exposure groups through recognition performed from genotoxic characteristics. In the acute phase, 88 Swiss mice were used, distributed in five groups and exposed to nebulizations at different time intervals (24, 48, 72 and 192 hr). In the chronic phase, 88 Wistar rats were used, distributed in two groups (inhaled and oral) and exposed for six months. Femoral bone marrow cells were collected for a micronucleus test and comet assay. Data were evaluated by pattern recognition algorithms. In acute exposure, medium and high concentrations induced DNA damage in the comet assay, but these concentrations did not increase micronucleated cells. In the chronic exposure, there was an increase in micronuclei and DNA damage in the comet assay in all exposed groups regardless of the exposure route. The data showed a robust pattern of distinction between exposed and nonexposed groups to 2,4-D. Our data showed that both acute inhalation exposure and chronic oral and inhalation exposure to 2,4-D can cause genotoxic effects regardless of concentration. Machine learning showed a clear distinction between the control groups and those exposed to 2,4-D, and the effects of exposure are not concentration-dependent.

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Reproductive or family planning was a great achievement for the population. However, even though reproductive planning is a space for men and women, it is clear that the largest participating audience is composed by women. Objective: To describe the scientific knowledge of the participation of men in family planning. Method: This was an integrative review carried out in the LILACS, BDENF, and IBECS databases. Thirteen publications were found meeting the inclusion criteria. Results: The women’s control over their own fertility is considered one of the foundations of the women empowerment process with the consequent fall back of the derivations of a possible unwanted pregnancy on females. Conclusion: Based on the thought that conception is the result of natural and sexual performance between men and women, it is imperative that we continue to work on this in all areas of educational activities, especially in reproductive planning, so that we can build gender equality in the process of choosing a contraceptive method.

O planejamento reprodutivo ou familiar foi uma grande conquista para a população. Porém, ainda que o planejamento reprodutivo seja um espaço para homens e mulheres, é visível que o maior público de participação presente são as mulheres. Objetivo: Descrever o conhecimento científico sobre a participação do homem no planejamento familiar. Método: Revisão integrativa realizada na LILACS, BDENF e IBECS. Foram encontradas treze publicações que atenderam aos critérios de inclusão. Resultados: O comando da mulher sobre a própria fecundidade é considerado um dos grandes alicerces do processo de empoderamento, recaindo, consequentemente, sobre o ser feminino as decorrências de uma possível gravidez indesejável. Conclusão: Partindo do pensamento que a concepção é resultado natural e sexual entre homem e mulher, é imprescindível que continuemos a trabalhar isso em todos os espaços de ações educativas, principalmente no planejamento reprodutivo, para que possamos construir a igualdade de gênero na escolha do método contraceptivo.

La planificación reproductiva o de la familia fue un gran logro para la población. Sin embargo, a pesar de que la planificación reproductiva ser un espacio para hombres y mujeres, parece que la mayor audiencia de esta participación es de mujeres. Objetivo: Describir el conocimiento científico de la participación de los hombres en la planificación familiar. Método: Revisión integrativa llevado a cabo en las bases de dados LILACS, BDENF y IBECS. Se encontraron trece publicaciones que cumplieron con los criterios de inclusión. Resultados: El control de las mujeres sobre su propia fertilidad es considerada una de las bases del proceso de empoderamiento, por lo tanto las derivaciones de un posibleembarazo no deseadovolviendo a caer en la hembra. Conclusión: En base a la idea de que el diseño es el rendimiento natural y sexual de hombres y mujeres, es imprescindible que continuemos trabajando esto en todas las áreas de actividades educativas, especialmente en la planificación reproductiva, por lo que así podemos construir la igualdad de género en la elección del método anticonceptivo.

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