This autoethnographic article aims to reflect on the impacts of artificial intelligence (AI) on the health of Indigenous peoples through the experiences of a Kaingang nurse and medical student. The methodology is grounded in autoethnography, which combines personal experience with critical analysis to examine how life in an Indigenous community, structural racism, and professional experience in Indigenous health shape understandings of emerging technologies. The theoretical framework engages with the concepts of coloniality of power, data colonialism, and Indigenous data sovereignty, as well as discussions on research ethics involving Indigenous peoples and International Labour Organization (ILO) Convention No. 169. The findings indicate that, although AI has the potential to improve health, it may reproduce colonial logics if Indigenous peoples do not participate effectively in the management of their data, making it essential to guarantee information sovereignty and respect for cultural diversity. Keywords: AI and health. Indigenous health. Autoethnography.
This article aims to present what has been investigated regarding the use of teaching cases in initial mathematics teacher education, based on Brazilian doctoral theses and master’s dissertations, as well as articles published in Brazilian journals. To this end, a systematic literature review was conducted and, following the procedures adopted, nine studies were selected: two doctoral theses, one master’s dissertation, and six journal articles. Analysis of these studies identified their main areas of focus concerning teaching cases, which were then grouped into thematic categories. Based on the selected studies, the article highlights the potential of teaching cases for initial mathematics teacher education and points to possibilities for future research addressing their use in this context. Keywords: Teaching cases. Mathematics education. Initial Mathematics teacher education.
This article is offered as a postscript to and move beyond the arguments presented in the book Against School. That book dismantles the carceral logic and exclusionary architecture of modern schooling and proposes a ‘different’ education. This postscript connects the school’s ‘epistemological infrastructure’ to broader processes of extractivism and the development of modern capitalism within the global structures of European colonialism and environmental degradation. It moves beyond the trope of reversal and refusal to a more overtly contested posthuman critique. Sylvia Wynter’s notion of genres of man, framing the school as a sociogenic apparatus, serves to highlight the historical ontology of the school, placing it within the longue durée of imperial epistemologies of liberal humanism. The claim is that schooling is deeply imbricated, geo-physically and ideologically in the climate emergency and climate injustices. A ‘different’ future is discussed. Keywords: Anthropocene. Climate change. Colonialism. Curriculum. Environmental violence.
This article analyzes the prevalence and distribution of people with disabilities and people diagnosed with autism in Brazil by sex and age group, based on data from the 2022 Population Census. The study adopts a quantitative, descriptive approach and analyzes secondary data extracted from the Brazilian Institute of Geography and Statistics (IBGE) Automatic Retrieval System (SIDRA). The theoretical framework brings together disability studies, the biopsychosocial perspective of the World Health Organization’s (WHO) International Classification of Functioning, Disability and Health (ICF), the recommendations of the Washington Group, and debates on intersectionality. The results show an increase in the prevalence of disability across the life course, with higher prevalence among older people and a predominance of women in the older age groups. In the case of autism, prevalence is higher among younger age groups, and diagnoses are more common among boys in childhood, with this disparity narrowing in adulthood, suggesting historical underdiagnosis among women and older people. These findings provide a basis for planning educational policies concerning identification, accessibility, retention, and the provision of support throughout the life course. Keywords: Demographic Data. Sex. IBGE.
The cloze test was originally put forward as a method of measuring text readability. It soon, however, found other uses in various fields of research. The purpose of this literature review is to map the applications the cloze test has found over the 70 years since its inception. The review uncovers six broad areas of use: text readability, students’ reading ability and comprehension, language assessment and language learning, cognition and psychiatry, plagiarism detection, and, most recently, training and evaluation of language models. Each application necessitates a specific method for item deletion, varying answering formats, and distinct scoring strategies. The review delves into the academic discussions surrounding the cloze test, thoroughly examining both the criticisms and the advantages it offers in its varied uses. This ongoing dialogue and continuous discovery of new applications have allowed the cloze test to remain a relevant and adaptable tool. Keywords: Cloze procedure. Literature review. Authorship verification.
