Books on the topic 'BREAST PROGRESSION'

Breast in situ lesions and invasive carcinomas are a heterogeneous group of tumors comprising many different morphological and biological subtypes. The majority of invasive breast cancers thought to arise in the terminal ductal lobular unit (TDLU). As multidisciplinary diagnosis and detection of early breast carcinomas is the gold standard, an understanding of histopathology in correlation with radiologic findings is critical. This chapter reviews the histopathology of high-risk proliferative lesions, ductal carcinoma in situ (DCIS), lobular carcinoma in situ (LCIS), and invasive breast carcinoma. Tumor progression and some of the frequently seen invasive breast cancer subtypes are described. Histopathology of other malignancies arising from mesenchymal origin, including phyllodes tumor, is also described.

Clinical depression affects many people and is associated with several risk factors that include being diagnosed with a serious medical illness such as breast cancer. Objectives of this chapter were to elucidate the prevalence of depression in breast cancer patients, the impact of depression as it pertains to life functioning and quality of life, highlight the bidirectional relationship of breast cancer and depression, outline assessment strategies and measurement issues relevant to assessing depression, and review the treatment outcome literature addressing the efficacy of psychosocial interventions for depressed breast cancer patients. Depression is highly prevalent among breast cancer patients, significantly impacts life functioning, may be associated with cancer progression and mortality, and is bidirectionally related to breast cancer through several pathways. Many behavioral assessment strategies may be useful for recognizing depression in breast cancer patients, and, although methodological weaknesses are evident, several psychosocial interventions show substantial promise as effective treatments for depressed breast cancer patients.

Crescent formation refers to the appearance of proliferating cells in Bowman’s space in response to severe glomerular inflammation. Any aggressive ‘nephritic’ diseases that cause basement membrane breaks may provoke this. Specific serum proteins appear to be responsible for provoking crescent formation as it is largely abolished by defibrination in animal models. The cells in the crescent are initially mostly hypertrophying and proliferating parietal epithelial cells that normally line Bowman’s capsule. Foci of proliferation of these cells (extracapillary proliferation) are the first steps of crescent formation. Monocytes are frequently seen in established crescents. At this stage recovery of glomerular structure and function is possible in many circumstances. However, if Bowman’s capsule is ruptured, fibroblast ingress followed by fibrosis and glomerulosclerosis are likely. Crescentic nephritis is a histological description, but it fits closely with the clinical picture of rapidly progressive glomerulonephritis (RPGN), in which renal function is lost over days to weeks. The diseases most likely to cause this clinical picture are small vessel vasculitis, anti-GBM disease, lupus nephritis, and post-infectious glomerulonephritis. Any ‘nephritic’ disease may provoke crescent formation, but it is frequently encountered in immunoglobulin A nephropathy/Henoch–Schönlein purpura, and in post-infective glomerulonephritis. Recognizing the clinical picture is important as aggressive immunosuppression can be effective in saving glomerular function in some of the conditions causing it.

The introduction cites numerous critical responses to Michael Haneke that wrongly assume his emotional coldness and misanthropic outlook. Though his films are notorious for subjecting us to harsh experiences of violence, this book establishes a moral forerunner to Haneke: Bertolt Brecht. Like Brecht, Haneke allows for the audience’s emotional reactions, while also prompting their active engagement with a view to progressive change. More particularly, he defamiliarizes conventional uses of film sound to engage our hearts and imaginations, much as Brecht disrupted mainstream theatrical forms of representation. Haneke’s films also include numerous moments of absent sound, which are as potent as Mother Courage’s famously silent scream. This introduction stresses the importance of understanding how and why the director uses sound tracks to make us hear the social worlds his characters inhabit, and by extension our own world, better.

Nell M. came to her therapist with an unusual problem: She was disappointed that her metastatic breast cancer, with the promise of ending her life, was not progressing on her hoped-for schedule. She had hoped her death would prevent her from witnessing her spouse’s mental deterioration from Alzheimer’s disease. This is how Nell’s story began and proceeded for a period of 40 weeks of counseling meetings, including 12 recorded sessions. This book consists of 12 illness narratives created in the presence of her therapist. These dialogues explore the challenges of managing the physical and emotional demands of cancer, relationship issues with family and healthcare professionals, and disturbing, anxiety-provoking thoughts and the mourning that accompanies the end of life. Nell’s vibrant voice is a beacon throughout the narratives, sometimes sad, yet always hopeful for a good death. Her ability to navigate the difficult territory of mortal time and dying informs readers about how they might approach their own ending with grace and dignity.

This chapter discusses how, despite their common origin in the Anabaptist movement and Jacob Ammann's break with the larger Mennonite movement, today's Amish are ethnically and religiously diverse. The Swiss Amish began to arrive nearly a century after the first German immigrants had reached North America, and although they identified as Amish, the Swiss Amish immigrants differed in many ways from their German Amish counterparts. These new Swiss Amish settlers were more progressive than either earlier Amish immigrants or their newly arriving German counterparts. Moreover, few Swiss Amish leaders attended the nineteenth-century Diener-Versammlungen, which helped to define the Old Order Amish as distinct from more progressive Amish churches. The Swiss churches have acquired a reputation for stubbornness, and their communities have been shaped by internal conflict.

Pectus excavatum is a funnel-shaped congenital deformity of the chest. Although the deformity can appear minimal at birth, it may be progressive. There may be cardiac or pulmonary compromise in addition to subjective complaints of pain and shortness of breath. Management ranges from breathing exercises to surgical repair with mobilization of the sternum and ribs. This can be performed using an open or thoracoscopic technique. Complications of surgical repair include atelectasis and pneumothorax. Significant pain is associated with the surgical procedures and multimodal analgesic therapy, including thoracic epidural analgesia and intravenous narcotics, are typically used. This chapter discusses the etiology and management of pectus excavatum.

This book marks out a modernist counter-tradition. The book proceeds from an anachronism common to Italian- and English-language literature and cinema: a fascination with outmoded, paradigmatically pre-modern educational forms that persists long after they are displaced in modernizing, reform-minded pedagogical theories. Old Schools shows that these old-school teaching techniques organize key works by Walter Pater, Giovanni Pascoli, James Joyce, Pier Paolo Pasolini, and Glauber Rocha. All of these figures oppose ideologies of progress by returning to and creatively reimagining the Latin class long since left behind by progressive educators. Across the political spectrum, advocates of progressive education, from Jean-Jacques Rousseau to John Dewey and Giovanni Gentile, had targeted Latin in particular. The dead language—taught through time-tested techniques including memorization, recitation, copying out, and other forms of repetition and recall—needed to be updated or eliminated, reformers argued, so that students could breathe free and become modern, achieving a break with convention and constraint. By contrast, the works that Old Schools considers valorize instruction’s outmoded techniques, even at their most cumbersome and conventional. Like the Latin class to which they return, these works produce constraints that feel limiting but that, by virtue of that very limitation, invite valuable resistance. As they turn grammar drills into verse and repetitious lectures into voiceovers, they find unlikely resources for creativity and critique in the very practices that progressive reformers sought to clear away.

The hallmark of the human immunodeficiency virus (HIV) patient with a cluster of differentiation 4 (CD4) T lymphocyte count below 200 is the development of opportunistic infections. Although the use of antiretroviral therapy (ART) has decreased the incidence of these infections, they continue to be a major case of morbidity and mortality in the patient with HIV. These infections can be respiratory in nature and present with cough or shortness of breath: Pneumocystis pneumonia (PCP), tuberculosis (TB), aspergillosis, and coccidioidomycosis. Neurological infections, which can present with change in mental status, include toxoplasmosis encephalitis (TE), meningoencephalitis, John Cunningham (JC) virus, and progressive multifocal leukoencephalopathy (PML). Gastrointestinal infections, such as Cryptosporidium, present with abdominal pain and diarrhea. Viral changes can result from cytomegalovirus retinitis. Fever or nonspecific symptoms can result from disseminated Mycobacterium Avium complex disease, histoplasmosis, bartonellosis, and cytomegalovirus.

This book is concerned with reparation for human rights and international humanitarian law breaches committed by or attributed to international organizations. These breaches constitute internationally wrongful acts which, according to the International Law Commission’s Draft articles on the responsibility of international organizations, give rise to an obligation on the offending organization to afford reparation. However, in practice, the obligation to afford reparation is unimplemented. The book explores why this is. It considers how the law of responsibility intersects with the specialized regimes of human rights and international humanitarian law and, particularly, their application to remedies and reparation owed to individuals. It reviews the various gaps in the law and the limitations of existing redress mechanisms. The book analyses the cogency of the arguments and rationales that have been used by international organizations to limit their liability and the scope and functioning of redress mechanisms, included by the resort to lex specialis principles. It is postulated that the standards of reparation must be drawn from the nature of the breach and the resulting harms and not by who is responsible for the breach. In this respect the book is an exercise in the progressive development of the law. Having determined that existing redress mechanisms cannot afford adequate or effective remedies and reparation, the book explores how to move towards a model that achieves greater compliance.

England is ruled directly from Westminster by institutions and parties that are both English and British. The non-recognition of England reflects a long-standing assumption of ‘unionist statecraft’ that to draw a distinction between what is English and what is British risks destabilising the union state. The book examines evidence that this conflation of England and Britain is growing harder to sustain in view of increasing political divergence between the nations of the UK and the awakening of English national identity. These trends were reflected in the 2016 vote to leave the European Union, driven predominantly by English voters (outside London). Brexit was motivated in part by a desire to restore the primacy of the Westminster Parliament, but there are countervailing pressures for England to gain its own representative institutions and for devolution to England’s cities and regions. The book presents competing interpretations of the state of English nationhood, examining the views that little of significance has changed, that Englishness has been captured by populist nationalism, and that a more progressive, inclusive Englishness is struggling to emerge. We conclude that England’s national consciousness remains fragmented due to deep cleavages in its political culture and the absence of a reflective national conversation about England’s identity and relationship with the rest of the UK and the wider world. Brexit was a (largely) English revolt, tapping into unease about England’s place within two intersecting Unions (British and European), but it is easier to identify what the nation spoke against than what it voted for.

Between 1924 and 1954, Hollywood was, more than any other American business enterprise, enriched by women: women’s pictures, women audiences and fans, and women filmmakers. McLean, Head, McCall, Davis, Harrison, Hopper, and many other Hollywood women offered collaborative models of the studio system. These are difficult concepts for film historians to face. Recognizing that the Hollywood studio system enabled women’s careers between 1924 and 1954 forces a reconsideration of two ideologies that have held sway over American film and cultural history: the “great man” theory of film authorship, and the assumption that things for Hollywood’s women have improved over time, due to our faith in “progressive” history. Today, women trying to break into the industry are told that although things are difficult and women are not represented equally in the creative professions, the situation has improved since the bad old studio days. “Bunk!” as Bette Davis would have said.

The years between 1880 and 1930 have been characterized not only as "Hell with the lid taken off" but also as a consumer revolution. Until recently, however, little attention has been paid to how industrialization changed the foods available to Americans. This article examines what Americans were eating in the first half of the twentieth century. It first defines industrial foods as foods that are mass produced in a factory setting and require no or very little cooking to make them edible. These foods are also packaged which make them highly portable. Examples of industrial foods are commercially canned goods; frozen foods; ice cream; breads, cakes, and pies purchased at bakeries and/or groceries and supermarkets; cake mixes; hot and cold cereals; instant mashed potatoes; pastry/pie shell mixes; and jams and jellies. Industrial foods are considered products of the Cold War and the Baby Boom Generation, rather than the Gilded Age or the Progressive Era. This article also discusses home economics, food consumption, and the national diet.

Nordic Film Cultures and Cinemas of Elsewhere proposes a new paradigm for Nordic film studies, as well as for other small national, transnational, and world cinema traditions. This book re-imagines Nordic cinemas as international, cosmopolitan, diasporic, and planet-connected from their beginnings in the early silent period on forward to their present 21st-century dynamics more than a century later. By identifying and engaging with a wide range of unknown, repressed, and overlooked stories (e.g., narratives of movement, mobility, interaction, synthesis, resistance, loss, reclamation, humanistic questing, etc.) inside and outside of established Nordic film traditions, this book introduces a new model of inquiry into a specific Scandinavian cultural lineage and into small nation and pan-regional cinemas more generally. In this way, the book also speaks to a range of traditions in world cinema. Its overarching goal is to breach entrenched structures and to invite more exploratory, rigorous, and unexpected readings. The volume advocates the intellectual and cultural ethos of cinemas of elsewhere, expanding on previous progressive, interpretive traditions such as cinemas of diasporic, exilic, postcolonial, accented, post-industrial, and existential identities. It is therefore not a study of Nordic cinemas comfortably situated within national brackets or self-enclosed borders. Drawing on the specificities, dynamics, and ambitious reach and scope of Scandinavian cinema production, circulation, and influence for over a century, Nordic Film Cultures and Cinemas of Elsewhere navigates and narrates a parallel, alternative history.

Untimely Democracy tells the surprising story of how American authors and activists defined the path of racial progress after the abolition of slavery. Conventional narratives of democracy stretching from Thomas Jefferson’s America to the present day posit a purposeful break between past and present as the key to the viability of this political form—the only way to ensure its continual development. But for Pauline E. Hopkins, Frederick Douglass, Stephen Crane, W. E. B. Du Bois, Charles W. Chesnutt, Sutton E. Griggs, Callie House, and the other figures examined in this book, the campaign to secure liberty and equality for all citizens proceeds most potently when it refuses the precepts of progressive time. Placing these authors’ post–Civil War writings into dialogue with debates about racial optimism and pessimism, tracts on progress, and accounts of ex-slave pension activism, and extending their insights into our contemporary moment, the book recovers late nineteenth-century literature as a vibrant site for doing political theory. Untimely Democracy ultimately shows how one of the bleakest periods in American racial history provided fertile terrain for a radical reconstruction of some of the foundational elements of the nation’s political system. Offering resources for moments when the march of progress seems to slow, stutter, and even cease, the book invites readers to reconsider just what democracy can make possible.

Various disorders result from genetically determined abnormalities of enzymes, the metabolic consequences of which affect the development or functioning of the nervous system. The range of metabolic disturbances is wide, as is the resultant range of clinical syndromes. Although most occur in children, some can present in adult life, and increasing numbers of affected children survive into adult life. In some, specific treatments are possible or are being developed. The last 20 years has seen a considerable expansion in our understanding of the genetic and metabolic basis for many neurological conditions. Particular clinical presentations of neurometabolic disorders include ataxias, movement disorders, childhood epilepsies, or peripheral neuropathy. Detailed coverage of the entire range of inherited metabolic diseases of the nervous system is available in other texts (Brett 1997; Scriver et al. 2001; Menkes et al. 2005).Treatment is possible for some metabolic diseases. For instance, the devastating neurological effects of phenylketonuria have been recognized for many years. Neonatal screening for this disorder and dietary modification in the developed world has removed phenylketonuria from the list of important causes of serious neurological disability in children. This success has led to new challenges in the management of the adult with phenylketonuria and unexpected and devastating effect of the disorder on the unborn child of an untreated Phenylketonuria mother. More recently Biotinidase deficiency has been recognized as an important and easily treatable cause of serious neurological disease usually presenting with early onset drug resistant seizures. This and some other neurometabolic diseases can be identified on neonatal blood screening although a full range of screening is not yet routine in the United Kingdom. More disorders are likely to be picked up at an earlier asymptomatic stage as the sophistication of screening tests increases (Wilcken et al. 2003; Bodamer et al. 2007).Although individual metabolic disorders are rare, collectively such disorders are relatively common. In reality most clinicians will see an individual condition only rarely in a career. Furthermore, patients with certain rare conditions are often concentrated in specialist referral centres, further reducing the exposure of general and paediatric neurologists to these disorders. A recent study into progressive intellectual and neurological deterioration, PIND, gives some information about the relative frequency and distribution of some childhood neurodegenerative diseases in the United Kingdom (Verity et al. 2000; Devereux et al. 2004). Although primarily designed to identify any childhood cases of variant Creutzfeldt- Jakob disease, the study also provided much information about the distribution of neurometabolic disease in children in the United Kingdom. The commonest five causes of progressive intellectual and neurological deterioration over 5 years were Sanfilippo syndrome, 41 cases, adrenoleukodystrophy, 32 cases, late infantile neuronal ceroid lipofuschinosis, 32 cases, mitochondrial cytopathy, 30 cases, and Rett syndrome, 29 cases. Notably, geographical foci of these disorders were also found and correlate with high rate of consanguinity in some local populations.

A proposta deste livro não é ser uma simples coletânea de jogos, brincadeiras e brinquedos. É, antes de mais nada, resgatar a tradição de um povo que faz parte de uma cultura universal que tem sido obliterada, deixada à margem, pela ideologia dominante. Esta, fundamentada num discurso em prol do progresso e da chamada globalização, tem instituído valores, padrões e comportamentos, homogeneizando todos os povos e desconsiderando as identidades nacionais e regionais dos diferentes grupos que compõem a sociedade brasileira. Em tal contexto, percebe-se uma tentativa de desconstruir a ideia de utilizar jogos e brincadeiras como processos educativos, minimizando sua importância com respaldo na falácia de não haver fins pedagógicos para tais práticas. Esta obra tenta refutar essa ideia, possibilitando ao professor refletir sobre os sentidos e significados dos jogos, brincadeiras e brinquedos, valendo-se deles como elementos motivadores para a releitura da cultura quilombola e dando um novo sentido às aulas na Educação Básica. As manifestações corporais e os brinquedos descritos neste livro resultaram de uma pesquisa de caráter etnogrático e etnobotânico financiada pelo Conselho Nacional de Desempenho Científico e Tecnológico – CNPq, realizada por servidores do IF Goiano de 2016 a 2018 no quilombo do Cedro, localizado em Mineiros, no estado de Goiás. Dela também resultaram outras quatro publicações para uso escolar: Um Girassol para Tiana, escrito por Tatianne Silva Santos e Mara Núbia Dionísio; Lembranças Cedrinas: uma experiência de contação de histórias bilíngue, organizado por Priscila Rodrigues do Nascimento, Joana Dark Leite, Maurício Fernando Schneider Kirst e Tânia Regina Vieira; How way leads on to way: narrative in an interactive process, de autoria de Maria Luiza Batista Bretas e Vera Maria Tietzmann; e Plantas Medicinais – manipulação e uso na Comunidade Quilombola do Cedro, organizado por Kennedy Araújo Barbosa. Este livro está dividido em quatro capítulos, o primeiro, “A Comunidade Quilombola do Cedro – uma trajetória de luta e resistência”, apresenta algumas informações sobre a origem e as características dos habitantes remanescentes do quilombo original; o segundo, “ Jogos e brincadeiras na escola: fim ou meio?”, aborda a manifestação cultural dos jogos e brincadeiras enquanto processo didático no ambiente escolar; o terceiro, “Explorando a cultura africana pelo brincar”, tem como objetivo principal relatar a origem africana de alguns jogos possibilitando a reflexão sobre a luta do negro diante da escravidão e, por fim, o quarto capítulo traz a descrição de jogos, brinquedos e brincadeiras praticadas na Comunidade Quilombola do Cedro nas últimas sete décadas.

Approaches towards the formal learning of piano playing with respect to musicianship is one that demands the understanding of musical concepts and their applications. Consequently, it requires the boldness to immerse oneself in performance situations while trusting one’s instincts. One needs only to cultivate an amazing ear and a good understanding of music theory to break down progressions “quickly”. Like an alchemist, one would have to pick their creative impulses from their musical toolbox, simultaneously compelling their fingers to coordinate with the brain and the music present to generate “pleasant sounds”. My exploration leading to what will be considered Keyboard Musicianship did not begin in a formal setting. Rather it was the consolidation of my involvement in playing the organ at home, Sunday school, boarding school at Presec-Legon, and playing at weekly gospel band performances off-campus and other social settings that crystalized approaches that can be formally structured. In fact, I did not then consider this lifestyle of musical interpretation worthy of academic inclusivity until I graduated from the national academy of music and was taken on the staff as an instructor in September, 1986. Apparently, what I did that seemed effortless was a special area that was integral to holistic music development. The late Dr. Robert Manford, the then director of the Academy, assigned me to teach Rudiments and Theory of Music to first year students, Keyboard Musicianship to final year students, and to continue giving Piano Accompaniment to students – just as I have been voluntarily doing to help students. The challenge was simply this; there was no official textbook or guide to use in teaching keyboard musicianship then and I was to help guide especially non-piano majors for practical exams in musicianship. What an enterprise! The good news though was that exemplifying functionalism in keyboard, organ, piano, etc. has been my survival activity off campus particularly in church and social settings.Having reflected thoroughly and prayerfully, it dawned on me that piano literacy repertoires were crafted differently than my assignments in Musicianship. Piano literacy repertoires of western music were abundant on campus but applied musicianship demanded a different approach. Playing a sonata, sonatina, mazurka, and waltzes at different proficiency levels was different from punching chords in R&B, Ballard style, Reggae, Highlife or even Hymn playing. However, there are approaches that can link them and also interpretations that can categorize them in other applicable dimensions. A “Retrospective Introspection” demanded that I confront myself constructively with two questions: 1. WHAT MUSICAL ACTIVITIES have I already enjoyed myself in that WARRANT or deserve this challenging assignment? 2. WHAT MUSICAL NOURISHMENT do l believe enriched my artistry that was so observable and Measurable? The answers were shocking! They were: 1. My weekend sojourn from Winneba to Accra to play for churches, brass bands, gospel bands and teaching of Choirs – which often left me penniless. 2. Volunteering to render piano accompaniment to any Voice Major student on campus since my very first year. 3. Applying a principle, I learnt from my father – TRANSFER OF LEARNING – I exported the functionalism of my off-campus musical activities to compliment my formal/academic work. 4. The improvisational influences of Rev. Stevenson Alfred Williams (gospel jazz pianist), Bessa Simmons (band director & keyboardist) and at Ghana Broadcasting Corporation, Mr. Ray Ellis “Afro Piano Jazz Fusion Highlife” The trust and support from lecturers and students in the academy injected an overwhelming and high sense of responsibility in me which nevertheless, guided me to observe structures of other established course outlines and apply myself with respect to approaches that were deemed relevant. Thus, it is in this light that I selected specific concepts worth exploring to validate the functionalism of what my assignment required. Initially, hymn structures, chords I, IV, V and short highlife chordal progressions inverted here and there were considered. Basic reading of notes and intense audiation were injected even as I developed technical exercises to help with the dexterity of stiff fingers. I conclude this preface by stating that, this “Instructional guide/manual” is actually a developmental workbook. I have deliberately juxtaposed simple original piano pieces with musicianship approaches. The blend is to equip learners to develop music literacy and performance proficiencies. The process is expected to compel the learner to immerse/initiate themselves into basic keyboard musicianship. While it is a basic book, I expect it to be a solid foundation for those who commit to it. Many of my former and present students have been requesting for a sort of guide to aid their teaching or refresh their memories. Though not exhaustive, the selections presented here are a response to a long-awaited workbook. I have used most of them not only in Winneba, but also at the Callanwolde Fine Arts Center (Atlanta) and the Piano Lab (Accra). I found myself teaching the same course in the 2009 – 2013 academic year in the Music Department of the University of Education, Winneba when Prof C.W.K Merekeu was Head of Department. My observation is that we still have a lot of work to do in bridging academia and industry. This implies that musicianship must be considered as the bloodline of musicality not only in theory but in practice. I have added simplified versions of my old course outlines as a guide for anyone interested in learning. Finally, I contend that Keyboard Musicianship is a craft and will require of the learner a consistent discipline and respect for: 1. The art of listening 2. Skill acquisition/proficient dexterity 3. Ability to interpret via extemporization and delivery/showmanship. For learners who desire to challenge themselves in intermediate and advanced piano, I recommend my book, “African Pianism. (A contribution to Africology)”

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

O conhecimento se fabrica nos múltiplos circuitos da linguagem e em conexões estabelecidas nos próprios efeitos dos saberes humanos. As dinâmicas dos discursos, as práticas de ensino e os territórios das artes são algumas fronteiras que deslizam entre conceitos e experiências, significantes e significados. Em As palavras e as coisas, Michel Foucault (2007) reflete que “a linguagem representa o pensamento como o pensamento se representa a si mesmo”. Nesses termos, a produção crítica e intelectual constrói um jogo em que os textos se transformam em repositórios daquilo que somos e buscamos representar através das palavras. Cada repositório pode ser classificado como uma cena que opera dentro e através da linguagem, de modo que sua força é determinada por sua capacidade de intervir nas práticas sociais e, consequentemente, transformá-las. É reconhecendo a presença da diversidade produzida nas esferas do conhecimento humano que o livro Conexões: Linguagens e Educação em Cena, organizado por Nathalia Bezerra da Silva Ferreira, José Wandsson do Nascimento Batista, Lívia Karolinny Gomes de Queiroz, Isabela Feitosa Lima Garcia e Ana Flávia Matos Freire, representa um espaço de circulação de ideias e práticas críticas imprescindíveis para estudantes, professores e pesquisadores das Letras e outros campos de estudo. As demandas acerca da linguagem, da cultura e da sociedade nunca se esgotam. Dessa forma, abrem-se novas margens e cenários de saberes relacionados à Linguística, Literatura, Educação e à História que nos ajudam a interpretar e aperfeiçoar o entendimento das relações de poder e das interações entre os sujeitos. É urgente que, em nossas experiências docentes e discentes, exerçamos o papel de mediar a produção do conhecimento entre a academia e outras organizações sociais, criando visibilidades para que os espaços dos saberes sejam cada vez mais democráticos e inclusivos. O livro reúne textos-cartografias – produzidos por professores, alunos de pós-graduação e demais pesquisadores – que lançam perspectivas multidisciplinares das instâncias da linguagem, da educação e da formação política – envolvendo vários atores sociais – e promovem estratégias de leitura diante dos desafios da contemporaneidade. Nesse sentido, o capítulo de abertura, intitulado “A modalidade volitiva em relatos de pacientes que superaram a Covid-19”, André Silva Oliveira descreve e analisa através da modalidade volitiva os comportamentos de pessoas que divulgaram seus relatos na internet acerca da superação da doença. No contexto da pandemia que enfrentamos atualmente torna-se relevante a vigilância dos efeitos desta enfermidade que se instaura no imaginário dos sujeitos. No Capítulo 2, intitulado “Reflexões sobre a linguística e a semiótica: revisão teórica e um exemplo de aplicação”, Jancen Sérgio Lima de Oliveira investiga as distinções e as semelhanças entre a linguística e a semiótica tendo como ponto de partida a produção de imagens no mundo contemporâneo. Em outro espectro de pesquisa, no Capítulo 3, “Gêneros orais: objetos de ensino como suporte às aulas de língua portuguesa”, George Pereira Brito inscreve um estudo para situar os gêneros orais no ensino de língua portuguesa, atentando para o papel dos docentes no desenvolvimento da oralidade como uma prática fundamental na formação estudantil.No Capítulo 4, “As interfaces da leitura: decodificação e compreensão leitora”, de Alessandra Figueiró Thornton, discute a formação leitora dos estudantes da Educação Básica, destacando a necessidade de políticas que desenvolvam as habilidades relacionadas à proficiência leitora nas escolas. Lidando com outras molduras da linguagem, mais precisamente no campo da literatura, no Capítulo 5, “Vozes femininas tecendo a resistência no enfrentamento às violências nos contos de Insubmissas lágrimas de mulheres, de Conceição Evaristo”, escrito por Maria Valdenia da Silva, Maria José Rolim, Diely da Cruz Lopes e José Ronildo Holanda Lima, observamos uma análise das profundas marcas da violência de gênero representadas na literatura de Evaristo e os atos de resistência das personagens, que lutam para produzir outras escrevivências no tecer do texto literário. Ainda no contexto dos estudos literários, Nathalia Bezerra da Silva Ferreira, no Capítulo 6, “Ressignificações no conto de fada ‘Entre a espada e a rosa’, de Marina Colasanti”, estuda as ressonâncias entre o conto “Entre a espada e a rosa”, de Marina Colasanti e o conto “Pele de Asno”, de Charles Perrault. A autora explora o imaginário da literatura infanto-juvenil e confronta ambas as narrativas para identificar intertextos e rastros entre o texto clássico e o moderno. No Capítulo 7, intitulado “A morte com véu branco: uma análise da poesia de Emily Dickinson”, Brena Kézzia de Lima Ferreira e Francisco Carlos Carvalho da Silva analisam a obra poética de Dickinson com foco na representação da morte e suas figurações simbólicas que acentuam as incertezas da existência humana. Expandindo as cenas de pesquisa, no Capítulo 8, “A formação leitora: uma proposta metodológica com um poema de Manoel de Barros”, André de Araújo Pinheiro, Kamilla Katinllyn Fernandes dos Santos e Verônica Maria de Araújo Pontes desenvolvem um procedimento metodológico baseado em jogos teatrais e sequências básicas para fornecer estratégias e dinâmicas de leitura que visam propiciar maior proficiência leitora entre os sujeitos participantes.Tomando como ponto de discussão os fundamentos do letramento literário, no Capítulo 9, “Novas práticas de leitura literária à luz do teatro do oprimido”, Danyelle Ribeiro Vasconcelos situa as práticas de leitura do texto literário dentro de uma perspectiva crítico-reflexiva, gerada a partir do livro Capitães da Areia, de Jorge Amado, em diálogo com o método teatral do Teatro do Oprimido, desenvolvido por Augusto Boal, com o intuito de transformar o ato de ler literatura em uma prática emancipatória, em que o território da sala de aula passa a ser o palco de jogos dramáticos, onde os alunos assumem importantes papeis sociais. No Capítulo 10, “Letramento na educação infantil a partir do livro A vida íntima de Laura, de Clarice Lispector”, os autores Nadja Maria de Menezes Morais, Laís Correia Teófilo de Souza, Jôse Pessoa de Lima e Marinalva Pereira de Araújo traçam um perfil da formação leitora e infantil baseada nas experiências de leitura literária. Nesse contexto de aprendizagem, o livro de Lispector permite estimular a reflexão em torno da importância do letramento literário desde os primeiros anos da vida escolar. Em conexão com a temática, em “Multiletramentos na escola: proposta de leitura do hipertexto ‘Um estudo em vermelho’, de Marcelo Spalding”, Capítulo 11, Angélica Benício Alves e Sandro César Silveira Jucá, atentos acerca das novas situações comunicativas geradas por ambientes virtuais, exploram a existência de gêneros literários digitais e refletem sobre suas aplicabilidades na sala de aula para promover práticas de leitura e, como resultado disso, desenvolver condições de multiletramento nos espaços educacionais. Dando continuidade, em “O ser criança e a sexualização infantil em face ao discurso midiático: O Caderno Rosa de Lori Lamby”, Capítulo 12, Elane da Silva Plácido e Maria da Conceição Santos tomam como objeto de estudo o livro Caderno Rosa de Lori Lamby, da escritora Hilda Hilst, para analisar as nuances da personagem Lori em face da influência midiática no processo de sexualização e adultização do corpo infantil, provocando impactos na identidade da criança. É por meio do Capítulo 13, designado “Canciones que el tiempo no borra: memorias, censura y canciones bregas en el contexto de la dictadura civil-militar en Brasil (1964-1985)”, escrito em espanhol por Lívia Karolinny Gomes de Queiroz, Isaíde Bandeira da Silva e Edmilson Alves Maia Júnior, que aprendemos sobre os efeitos da censura na arte, mais precisamente na música brega, tida como manifestação artística imprópria aos valores defendidos pelo regime militar no Brasil (1964-1985). Os autores examinam os impactos da censura na sociedade da época, mas também enunciam como a música pode expressar as contínuas tensões de um momento histórico. Maria Julieta Fai Serpa e Sales, Francinalda Machado Stascxak e Maria Aparecida Alves da Costa refletem em “O vínculo entre o estado e a igreja católica no Brasil imperial (1822-1889) e sua reverberação na educação”, Capítulo 14 desta coletânea, a relação da Igreja Católica com o Estado na época do império, identificando as implicações deste vínculo na história da educação brasileira. Por sua vez, o Capítulo 15, “As contribuições da teoria histórico-cultural para o ensino na educação infantil: uma revisão de literatura”, assinado por Camila Alvares Sofiati, foca na compreensão do processo de aprendizagem infantil a partir das teorias de Vigotski, em que o trabalho pedagógico com crianças é observado. Já no Capítulo 16, intitulado “Proposta e currículo no contexto educacional do ensino infantil brasileiro”, também de Marcus Vinicius Peralva Santos, o autor produz um panorama de pesquisas sobre propostas curriculares direcionadas ao ensino infantil no Brasil, averiguando como os projetos políticos pedagógicos contemplam as novas demandas da sociedade contemporânea. No capítulo seguinte, “As contribuições do NTPPS na aprendizagem de língua inglesa numa escola pública de Pacoti – CE”, Capítulo 17, as autoras Francisca Marilene de Castro Rodrigues e Isabela Feitosa Lima Garcia contextualizam os desafios do ensino de língua inglesa nas escolas brasileiras e apresentam princípios metodológicos que visam dirimir as problemáticas em torno da aprendizagem do inglês, reforçando a necessidade de produzir um modelo de ensino que coloque no centro do processo o conhecimento do aluno em relação às interfaces de cognição. Dessa forma, as autoras abrem perspectivas positivas para o ensino-aprendizagem do idioma em questão.O Capítulo 18, “A utilização do blog pelas escolas estaduais de educação profissional de Juazeiro do Norte – CE”, as autoras Maria Francimar Teles de Souza e Rosa Cruz Macêdo abordam o blog como uma ferramenta digital fundamental na divulgação de atividades escolares e mapeiam seus usos em escolas estaduais de ensino profissionalizante na cidade de Juazeiro do Norte – CE. Em outro contexto de pesquisa, no Capítulo 19, “Intervenções inter/multidisciplinares em crianças disléxicas”, Wanda Luzia Caldas de Brito e Maria Josefina Ferreira da Silva investigam, através de uma abordagem multidisciplinar, questões relacionadas à dislexia em crianças e como tal condição afeta o desenvolvimento da aprendizagem nos anos escolares, evidenciando a necessidade de que os profissionais sejam subsidiados de informações sobre como lidar com o diagnóstico deste transtorno e, consequentemente, possam proporcionar um bom ambiente de ensino. No Capítulo 20, intitulado “A importância da interação e do material adaptado para o processo cognitivo do aluno com necessidades educacionais especiais”, Samara de Oliveira Lima, Sanara Macedo Sousa e Sabrina de oliveira Marques abordam o progresso do aluno com Necessidade Educacional Especial (NEE) e a importância de sua inclusão no contexto escolar. Para isso, os autores entendem que o professor tem um papel importante no processo de acolhimento e na ação de produzir materiais adaptáveis para o ensino. Traçando outro cenário de reflexão, no horizonte do Capítulo 21, nomeado “O papel do tutor no contexto da educação a distância: uma análise dos estudos brasileiros até 2020”, Marcus Vinicius Peralva Santos concentra-se na função do tutor no processo de ensino-aprendizagem da educação a distância, trazendo à tona os desafios que os profissionais da área enfrentam e as necessidades oriundas de suas práticas. Já no Capítulo 22, “O ensino remoto na visão docente: desafios e perspectivas”, Elizete Pereira de Oliva Leão e Mauricio Alves de Souza Pereira avaliam as condições do ensino remoto a partir da experiência de professores de uma escola pública da cidade de Montes Claros, Minas Gerais. Os dados levantados pelos autores apontam para problemas que precisam ser superados, especialmente relacionados ao acesso das mídias digitais e à formação continuada dos docentes, para que estejam preparados para o uso de Tecnologias de Informação e Comunicação (TICs). O capítulo seguinte aborda práticas do contexto de ensino-aprendizagem de línguas. “O processo de elaboração das organizações didáticas no contexto da residência pedagógica de língua portuguesa”, Capítulo 23, George Pereira Brito e Maria Beatriz Bezerra de Brito dedicam-se a examinar as produções de Organizações Didáticas de um programa de residência pedagógica para o ensino médio desenvolvido pela Universidade Estadual da Paraíba, com o objetivo de dar suporte aos alunos bolsistas para que tenham em mãos materiais adequados para o ensino de português. No horizonte da educação básica e suas diversas disciplinas, o Capítulo 24, com o título de “Química verde: análises das concepções de alunos do ensino médio”, de autoria de Michelle de Moraes Brito, Kariny Mery Araujo Cunha, Francilene Pereira da Silva e Márcia Valéria Silva Lima, atende às demandas da educação ambiental, uma vez que, preocupadas com os vários níveis de degradação do meio ambiente, as autoras analisam a percepção de alunos do ensino médio acerca das problemáticas ambientais, na perspectiva da Química Verde, atribuindo a importância de formar sujeitos mais conscientes acerca dos problemas ocasionados pela ação humana na natureza. No Capítulo 25, “As licenciaturas em química ead e presencial nos IF: uma análise dos projetos pedagógicos de cursos e as implicações na formação docente”, os autores Dylan Ávila Alves, Nyuara Araújo da Silva Mesquita, Raiane Silva Lemes e Abecy Antônio Rodrigues Neto avaliam cursos de licenciatura em Química de Institutos Federais em sua modalidade de Ensino a Distância (EaD) e comparam as suas especificidades – direcionadas aos alunos – com o modelo de ensino tradicional. Nos dois últimos capítulos, percebendo a emergência das novas tecnologias nas práticas educacionais, Karina Pereira Carvalho, Mariana da Costa Teles, Marcelo Augusto Costa Vilano e Vinícius Pedro Damasceno Lima destacam, no Capítulo 26, “Ensino remoto da matemática a partir das tecnologias digitais: a importância dos jogos digitais como ferramenta auxiliar da aprendizagem”, o papel de jogos digitais no processo de ensino-aprendizagem da matemática e como essas ferramentas auxiliam no desenvolvimento de habilidades de raciocínio lógico e cognição. Em diálogo com a área, no Capítulo 27, “A modelagem matemática utilizada para ensinar funções e aplicações”, Karina Pereira Carvalho trabalha com a modelagem matemática como princípio norteador do ensino das funções e aplicações, objetivando apresentar soluções para lidar com as dificuldades dos alunos relacionadas ao tema. Apresentadas as coordenadas iniciais de cada capítulo do Livro Conexões: Linguagens e Educação em Cena, convidamos o leitor para que adentre nas páginas desta coletânea e deixe fluir essas cenas de aprendizagem na sua formação humana. Como declara Paulo Freire, no livro Educação como prática da liberdade (1967), “há uma pluralidade nas relações do homem com o mundo, na medida em que responde à ampla variedade dos seus desafios.” Nesse sentido, esta obra fornece diversos olhares sobre alguns desafios que os autores e autoras enfrentam em suas experiências humanas. Suas contribuições são plurais e buscam responder as problemáticas da linguagem, da educação, da literatura e da sociedade que os cerca. Uma última assertiva: os conhecimentos são mutáveis, o que permanece é o desejo de produzir novos pensamentos e afetos transformadores.