A presente pesquisa tem como foco principal a educação profissional tecnológica de graduação em Radiologia. Foram analisadas as grades curriculares de três cursos presenciais, ofertados no Estado do Rio de Janeiro, com o objetivo de verificar o grau de consonância da estrutura curricular com as competências desejáveis para o perfil profissional descritos na Lei n° 7.394, de 29/10/1985, na Resolução n° 2, de 04/05/2012 do Conselho Nacional de Técnicos em Radiologia e do Catálogo Nacional de Cursos Superiores de Tecnologia, de 2016. A coleta de dados foi realizada em sites oficiais de repositórios de documentos do Governo e das Instituições de Ensino Superior. A relevância desta análise se dá pela necessidade de investigar a formação do profissional através das estruturas curriculares de ensino. Foram identificadas grandes concentrações de disciplinas, no campo do radiodiagnóstico em detrimento das áreas da radioterapia, medicina nuclear e industrial, mesmo o Rio de Janeiro figurando entre os três estados que mais concentram serviços nessas áreas. Como resultado do estudo, recomendamos que seja realizada uma revisão das grades curriculares analisadas, com o intuito de reduzir as discrepâncias encontradas e sugerimos estender a análise, para outros Estados, a fim de traçar um perfil profissional baseado na formação acadêmica.

The Centre for Science and Higher Education of Rio de Janeiro, Brazil, has struggled to encourage its professors to record video lessons. The video department has released, since 2015, a workshop/course to help teachers with this task. However, it did not reach a large audience in its first editions and its results still did not promote solid changes. To change that, a gradual change in the workshop was promoted, from a brick-and-mortar format to a Massive Open Online Course (MOOC), to increase participation and improve the professional development of the teachers. Using the institution’s Learning Management System (MOODLE - Modular Object-Oriented Dynamic Learning Environment), the workshop was first converted to a blended version, to add more content and activities. Later, a full online version was launched before the final MOOC version. Although the number of participants increased, the public retention was drastically reduced. Feedback provided by the teachers showed an increase in the satisfaction with the scripts and videos produced. Further studies on the lack of engagement are needed, as is follow up of the professors’ production of videos and their quality.

Due to the COVID-19 pandemic, videoclasses have risen as a vastly used tool in the recently imposed distance learning. However, the production of a good videoclass by a teacher is not a simple and easy task. The Centre for Science and Higher Education of Rio de Janeiro (CECIERJ), an institution that manages all the state’s distance higher education, has since 2015 encouraged the production of videoclasses by its teachers. However, the project did not reach a large audience. We then investigated the cognitive and emotional aspects that arose during video lessons recordings. A survey was submitted to 93 teachers who attended a workshop on video lesson recording, to understand their emotional motivations and anxieties concerning the recording of video lessons. Data was analysed by content thematic analysis technique. The results, interpreted under the theory of social representation (SR) and Tardiff’s teaching knowledge, point to the lack of focus on the student as a motivation. We also observed a high frequency of negative responses, which were mainly related to performance. We also applied to 130 teachers of CECIERJ the free association test(FAT) using videoclass as an inductor term to identify the social representations of videoclasses for this group of teachers. We found out that the key problems relied on infrastructure and self preparation. The findings of this study were used to gradually change the workshop, while also promoting a transition from a brick-and-mortar format to a MOOC format. Using the institution’s Learning Management System (MOODLE), the workshop was first converted to a blended version, to add more content and activities. Later, a full online version was launched before the final MOOC version. Although the number of participants increased, the public retention was drastically reduced. Feedback provided by the teachers showed an increase in self confidence and in the enthusiasm to record further videos. Students seem to have come back as the focus of the teachers’ motivation.

Desde a proibição da planta Cannabis sativa L. (cannabis ou maconha), diversos estudos científicos vêm sendo publicados demonstrando tanto os riscos à saúde do uso social como as evidências que embasam o uso farmacêutico. Acompanhando a ciência, ativistas têm se organizado pleiteando a regulação do uso social à semelhança das drogas lícitas como álcool e tabaco. No entanto, nem a ciência nem o movimento ativista pela legalização puderam sozinhos impingir tamanha revolução na regulação sanitária brasileira como a que vem sendo liderada por mulheres/mães que adotaram a desobediência civil pacífica como estratégia para garantir o direito à saúde e qualidade de vida de seus filhos. Este artigo trata desse movimento feminino e materno que tem transformado a realidade com auxílio das tecnologias digitais e impulsionado instituições públicasa se voltarem ao tema.