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It is known that diversity matters to improve scientific excellence and that scientific events are important occasions to discuss new ideas and create networks, beyond the fact that it helps to put the work of the scientists in evidence. Hence, increasing diversity in scientific events is crucial to improve their scientific quality and help to promote minorities. In Brazil, important physics scientific events are organized by the Brazilian Physical Society (SBF, in Portuguese), and in this work, some aspects related to the participation of women in these physics events are analyzed from 2005 to 2021. The analysis shows that women’s participation has increased over the years, reaching in some areas of Physics the same percentage as the one observed in the SBF community (always below 25%). However, female participation as members of organizing committees and as keynote speakers is always lower. Some proposals are listed to change the current picture of inequality.

The present study analyzed how the economic, social and human mobility factors were responsible for dissemination of Covid -19 in Brazil and the Legal Amazon region. Human mobility was analyzed by four dimensions according to the network's hierarchies of: migration, pendular mobility, airlift, hydro and road routes and healthcare system. Manaus, capital of Amazon, was the first diffuser pole of cases; this may be explained by absence of public lockdown policies and restriction of mobility by river routes and airport system. In the face of the worsening of the pandemic, between March to May 2020, the previous migratory pattern of the urban population was accentuated to inland Amazonian cities that spread the virus towards remote areas of the Amazon. In addition, there was a pendular migratory movement to Manaus, which is the only center in the region with highly complex hospitals; this fact led to a strong migratory movement of populations seeking medical assistance. The analysis on migration revealed a close relation of the spatiotemporal behavior of Covid-19 spread and the migration network to Manaus. There were significant correlations related to fluvial or waterway transportation axis along the Amazon River which is the dominant route of the region. These pathways have long distances to be covered from one pole to another and were additional factors for the spread of the pandemic during the period studied and have long travel times that can be an important factor for COVID-19 further dissemination. We conclude that the wide dissemination of COVID-19 cases across the Legal Amazon was the result of multifactorial causes that include social inequities, vulnerability, high rate of mobility and migration, information failure and administrative and social management of the crisis.

Abstract Pierre Bourdieu’s theoretical contributions pave the way for studying a wide range of social spaces, such as the academia. Through using Bourdieusian fields, our objective was to investigate whether the teaching area of the Coordination for the Improvement of Higher Education Personnel (CAPES) can be considered a relatively autonomous scientific field. Therefore, this study is motivated by two research questions: 1) what is the distribution of scientific capital in the teaching area; and 2) what are the implications of this distribution on its constitution as a scientific field. By crossing data on professors of programs in the field of education with the evaluation grade assigned by Capes to each of these programs, our analysis revealed that this area does not constitute a scientific field. Differently from what happens in well-established fields, most teaching advisors come from many different scientific backgrounds and do not recognize this field’s specific intellectual production as scientific capital. Assuming that the existing disputes between professors with less and more scientific capital can generate new conformations in the area, a possible structure could be a stabilization of the subgroup of professors with greater scientific capital and its constitution as a scientific field, whose agents become increasingly aware that their cognitive structure and ideals of education/research are different from what Capes intended to homogenize with the creation of a teaching area. We believe that our results can be a reference for critical reflection on the structure of the field of teaching, which is still driven by its agents.