Dan��a Folcl��rica: um estudo das qualidades f��sicas b��sicas em universitários de diferentes n��veis t��cnicos

Health and life quality can be preserved and improved by the regular practice of physical activity. Sedentarism is an undesirable condition and represents risk for the health. This study has as objective to analyze the caloric cost and the basic physical qualities in college students of different technical levels. The research was descriptive and applied to 35 students, volunteers, from 19 to 34 years old, from both sexes, participants of the Dance Body of State University of Piau��, in the city of Teresina, in the activities of folkloric dance and walking. The caloric cost was evaluated with the accelerometer Caltrac 100/100 Plan, the basic physical qualities through the sitting and reaching test (flexibility); the vertical impulsion test, crouch (inferior members strength); the abdominal test (located muscular resistance); and the Burpee test (motor coordination). The participants were separated in two groups according to their time of practice: group 1 (beginners), group 2 (advanced). The parametric tests t by Student and correlation by Pearson were used, observing a significance p<0,05 in the sense of comparing the observed results, which showed that there are no significant differences between the two groups of students, according to the time of practice, in which concerns the caloric cost. The results of Strength, Resistance and Co-ordination test did not differ so much between the two groups. On the other hand, in the variable flexibility significant differences were observed (sig.p = 0,0022 << 0,05) between the observed groups, being Group 1 (31,5 �� 6,3) meaningfully less than Group 2 (38,1 �� 4,9), which constitutes a difference of about 21%. Such results present relations of caloric cost compensation between the studied groups, the motivation to the beginners group and flexibility to tne advanced group, justifying the lack of significant distinctions. In this sense the folkloric dance, as a physical activity, appears to be efficient, for significant co-relations are still noticed between the caloric cost levels of the dance with the walking, besides not presenting expressive differences between them.

Associa����o dos n��veis de motiva����o e autoestima na ader��ncia �� pr��tica de atividade f��sica de universitários

A ader��ncia �� pr��tica da atividade f��sica se constitui na maior dificuldade encontrada pelos profissionais da ��rea da sa��de. �� importante ter conhecimento de determinantes que podem influenciar na ader��ncia. Os objetivos do presente estudo foram o de elaborar, desenvolver e validar uma escala para avaliar a Autoestima referenciada na ader��ncia da pr��tica da atividade f��sica e verificar a associa����o da Motiva����o e Autoestima �� pr��tica de atividade f��sica. A Escala de Autoestima proposta para valida����o �� uma escala de auto-resposta com dezesseis itens, cinco dimens��es e com respostas com tr��s n��veis de concord��ncia. Os participantes no estudo de valida����o s��o 312 universitários de ambos os sexos, com idades compreendidas entre 18 e 35 anos. Metade deles �� praticante regular de atividade f��sica. A An��lise Fatorial dos itens mostra cinco dimens��es: Introspec����o, Imagem F��sica, Satisfa����o com a vida, Aceita����o e Confian��a. As propriedades psicom��tricas s��o aceit��veis, com Alfa de Cronbach igual a 0,75. O estudo de valida����o baseado nas correla����es entre esta escala e a de Rosenberg, segundo o teste Qui-quadrado de Pearson, com sig. p < 0, 001 nas classifica����es e na correla����o sugere que a escala pode ser utilizada em estudos de investiga����o e programas de promo����o da sa��de. As escalas de Autoestima e de Motiva����o (MPAM-R) foram aplicadas a um grupo de 110 universitários, 65% do sexo feminino e 35% do sexo masculino, com idade m��dia compreendida entre 18 e 35 anos. Segmentados em dois grupos de praticantes regulares e n��o regulares de atividade f��sica. Foram controladas as vari��veis demogr��ficas, ambientais e antropom��tricas. Verificou-se associa����o significativa entre as vari��veis Autoestima e Motiva����o pelo teste Qui-Quadrado, e que denotam que a dimens��o da Autoestima Imagem F��sica, quando cruzada com as dimens��es da Motiva����o, mostra-se em alto grau discricion��rio e associa����o direta. Motiva����o Divers��o (sig.p = 0,002), Compet��ncia (sig.p = 0.007) e Social (sig.p = 0.016). Ainda, no cruzamento do Escore Total da dimens��o Autoestima e a dimens��o Divers��o da vari��vel Motiva����o, apresenta associa����o diretas e significativas (sig.p = 0.020). A s��ntese dos resultados denota a����es combinadas de est��mulo na melhora da percep����o positiva da Imagem F��sica do indiv��duo, tendo como plano de fundo, ambiente divertido, desafiador (compet��ncia) e social (intera����o com os pares), traduz em ader��ncia a pr��tica da Atividade F��sica

Um modelo anal��tico da qualidade da dieta de adolescentes estudantes da rede publica de ensino de Natal, Brasil

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico

AN��LISE COMPARATIVA DO CONHECIMENTO, ATITUDES E PRECONCEITOS DE UNIVERSIT��RIOS DOS CURSOS DE PEDAGOGIA, EDUCA����O F��SICA E MEDICINA EM RELA����O �� EPILEPSIA

Epilepsy is a chronic disorder of the central nervous system, most frequently characterized by abnormal electrical impulses in the brain. It is the oldest recorded neurological disease and has been surrounded by myths, mistaken beliefs and preconceptions. Three professionals work with epileptic patients on a daily basis: teachers, physical educators and physicians . This study aimed to analyze and compare the level of knowledge, preconceptions and attitudes of undergraduate students in the courses of Pedagogy, Physical Education and Medicine, future professionals who will deal with epileptic patients. This descriptive observational study was conducted with 286 university undergraduates of both sexes (women 99/34.6% and men 187/65.4%) from the first to fourth year of Pedagogy, Physical Education and Medicine courses at the Universidade Estadual Rio Grande do Norte (UERN), with mean age of 23 years. A validated and adapted 17-question questionnaire, divided into nine knowledge-based questions, five related to preconceptions and three on attitudes, was applied. Results allowed elaboration of a manuscript entitled Comparative Analysis of Knowledge, Attitude and Preconceptions in University Undergraduates of Pedagogy, Physical Education and Medicine Courses in Relation to Epilepsy. The findings of this article show that knowledge of epilepsy in the three groups is very satisfactory. The low level of preconception indicates that educational or clarifying information is being transmitted, albeit by television, a layman s information vehicle, which has undoubtedly contributed to reducing the stigma of epilepsy through educational information. Results also suggest a lack of knowledge on how to act during a seizure, especially in education professionals. Although there are limitations in our sample, the relevance and contribution of this study is to call attention to the importance and need for these future professionals to be informed and learn correct attitudes with respect to epilepsy during their academic formation. This is essential at a time when the disease is being brought out of the shadows. This research was supported by the Office of the Dean of Teaching, and Deans of Pedagogy, Physical Education and Medicine at UERN. The research was made possible by the multidisciplinary interaction among a physical educator, child neurologist and statistician, all contributing to achieving the aims set out here

Estilo de vida individual de universitários jovens com excesso de peso da Universidade Cat��lica de Murcia-Espanha

Individual lifestyle includes health and risk behaviors that can altar health status. Excess weight is a public health problem of modern civilization and there is an estimated mean prevalence of 45% in European countries. In Spain, the Murcia Region is an area of high morbidity and mortality from cardiovascular disorders. In this study we assess the differences in health and risk behaviors in ove/weight and normal weight undergraduates at the Universidad Cat��lica San Antonio de Murcia (UCAM). Methods: Transversal design of parallel groups (overweight - cases and normal weight - control) , formed using the anthropometric technique. A questionnaire applied to a sample of 471 undergraduates of either sex, between the ages of 18 and 29 years, enrolled in 4 bachelor degree courses (ADE, CA, PER, PUB) at UCAM. We performed a standardized measurement of body mass (weight in kg), height (in meters) using a Seca�� scale with calibrated stadiometer, waist and hip circumferences (in cm) with an inelastic tape and skinfolds thickness (triceps and subscapular in mm) with a Holtain�� caliper, to calculate body mass index (BMI), waist-to-hip ratio (WHR) and the sum of skinfolds (SSF). We applied a lifestyle questionnaire about alcohol and tobacco consumption, knowledge and behaviors related to health indicators (arterial pressure and cholesterol), diet and physical activity. The information was collected in April and May, 2001 at the UCAM laboratory of Applied Nutrition. Statistical analysis: analysis of independent groups, contingency tables that reveal which qualitativa variables show differences and associations between the groups, Pearson's chi-square,and a significance levei of p < 0.05 followed by a residual analysis (1.96). Descriptive statistics (mean and standard deviation) were used to establish the two groups: case and contrai with 65 men and 26 women each who had BMI < 25 kg/m2. Results: A total of 65 of the men assessed (14%) and 26 (6%) of the women were overweight. Mean body mass index of the case group was 27. 78 ��: 2.83 kg/m2 in the men and 26.26 �� 1.37 kg/m2 in the women, while contrai group men had mean BMI of 22.36 �� 1.72 kg/m2, while for the women it was 20.76 ��: 2.13 kg/m2. The self-declared values of weight and height were underestimated, but with high accuracy, sensitivity and specificity. Thus, these can be used to calculate the BMI of overweight Spanish undergraduates. Regular vigorous physical activity was observed only in normal weight men. The analysis showed the following significant differences for the qualitativa variables of the two groups. The contrai group was interested in arterial hypertension, believed that they were not overweight, that they had no abdominal fat, and had not considered controlling 'fatty food consumption. Those who thought of controlling it sometimes, did so without professional help. However, part of the overweight group believed that they were overweight and had abdominal fat between average and considerable, had often or always considered controlling fatty foods and had often or always tried to control consumption with the help of professionals. They had always thought of engaging in physical activities, unlike the normal weight individuals. Nearly all (95%) of the overweight undergraduates and most (75%) of the normal weight group reported that they sometimes or always controlled fatty food ingestion. Mean physical activity was nearly twice as high in the summer than in the winter. Conclusions: The overweight undergraduates in this sample displayed a lifestyle with a greater number of healthy behaviors when compared to normal weight individuals

Jovens assentados, jovens estudantes, jovens professores: juventude em assentamentos rurais do RN

This work discusses how schooling processes can contribute to young settlers resignify their relationship with rural settlements where they live. We want to understand youngster s place, his relationship with local community, social movements and their acting, after formation, at their localities. Thereunto, we tracked a group of students of Land Teaching Course, developed through a partnership between UFRN, INCRA and MST in the years 2004 to 2007. We observed their trajectories, the learnings provided by the Course and how Formation Centre experiences contributed to their agent conditions, offering them choice opportunities on different fields. We understand that formation process enabled them to have individual gains, widening their range of choices, while have contributed to development of areas in which they live, from their collective action. Social practices experienced in collective environment, combined with education access, provided a set of knowledge. These learnings have enabled youngsters to assume positions in participation areas which have been opened at school, while teachers, at social movements and at associations that manage the settlements

As ci��ncias da educa����o e a pr��tica: sentidos atribu��dos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vit��ria da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Teorias impl��citas dsos estudantes de Pedagogia sobre a doc��ncia nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Forma����o e Profissionaliza����o Docente da UFRN) concentra su ��mbito de inter��s en el problema de la formaci��n, de la profesionalizaci��n del pensamiento del profesor, buscando investigar las Teor��as Impl��citas de los estudiantes del Curso de Pedagog��a sobre la docencia en los a��os iniciales de la Ense��anza Fundamental. La emergente necesidad de t��rminos acceso a las Teor��as Impl��citas de estudiantes de Pedagog��a (futuros profesores) sobre la docencia en los a��os iniciales de la Ense��anza Fundamental, a trav��s de un instrumento de pesquisa que posibilite su aplicaci��n en varios contextos formativos para contribuir con su proceso de profesionalizaci��n docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teor��as Impl��citas de los profesores sobre la docencia en los a��os iniciales de la Ense��aza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodol��gicos, seg��n orientaci��n del paradigma sociocultural, tales como: estudios exploratorios, a trav��s de la revisi��n bibliogr��fica de la literatura especializada y t��cnica de trabajo creativo en grupo; t��cnicas normativas y psicom��tricas. A trav��s de los estudios exploratorios identificamos y configuramos tres teor��as profesionales de la docencia en los a��os iniciales de la Ense��anza Fundamental, las cuales presentan una importante relaci��n con el Estado: la docencia como actividad laica, la docencia como actividad t��cnica y la docencia como actividad profesional. Para la configuraci��n de la teor��as, definimos siete subdominios estructurales de la docencia: funci��n docente, concepci��n de aluno, contenidos de ense��anza, gesti��n de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condici��n b��sica para investigar sus Teor��as Impl��citas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensi��n del objeto de estudio est��n presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teor��as configuradas para caracterizar la profesi��n docente en los a��os iniciales de la Ense��anza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teor��as, como actividad laica y como actividad t��cnica, no presente ��ndice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teor��a de la docencia como actividad profesional. Las Teor��as Impl��citas de los estudiantes ense��an que ellos comparten elementos o rasgos de todas las teor��as de la docencia, aunque se revelen m��s predispuestos a la docencia como actividad profesional. El estudio orienta la aplicaci��n del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de ense��anza en cuesti��n, para que averig��emos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validaci��n de nuestro instrumento de pesquisa

As Ci��ncias da Educa����o e a pr��tica pedag��gica: sentidos atribu��dos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vit��ria da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Inclus��o de estudantes com defici��ncia nas institu������es de ensino superior da cidade do Natal/RN:an��lise das condi����es oferecidas no processo seletivo vestibular

The number of disabled students, who have entered the university, in Brazil, since the beginning of this century, is undergoing a speed growth. It is a change that follows a global trend that spreads an inclusive education policy and that has had a profound impact on Brazil, with import results in field researches. This subject has been highlighted due to the significant amount of disabled students enrolled in college institutions (IES), although it is still modest the number of studies about it, especially in what matters the assistance given to the candidates to a university entrance examination. The aim of this paper is to investigate how effectively Natal s IES apply the rules established in Brazilian law concerning disabled students, especially MEC/GM Circular Warning n. 277/96, in what respects the conditions given to disabled students preparing to enter a college. The investigation followed a qualitative methodological approach with support on an exploratory study. The data recollection employed questionnaire, semi-structured interview and documental analyses, and the data have been organized and assessed following Minayo s (1996) stages. What concerns the results, it was observed that none of the ten colleges inquired confirmed to possess places exclusively to disabled candidates; six of them, however, offer Special Examining Board in the selection process of disabled candidates. Among eighteen college bills, only two of them offered specific information related to services and resources offered by IES to the candidates who ask for especial assistance concerning examination. During the interviews, four managers avowed the preoccupation in offering an equal selection process, but two of them proved not dominate the subject. In conclusion, the investigated institutions managers do not still seem to respect the rule that guarantees to disabled candidates equal conditions during all the process of the university entrance examination. With this work, we hope do help changing this focus and contribute to new studies on disabled persons studying for a degree

Relatos de uma viv��ncia interdisciplinar: educa����o, sa��de e cidadania

This study addresses the interdisciplinary training in perspective for the Brazilian Health System (SUS) in view of graduation students in the areas of health of Federal University of Rio Grande do Norte s (UFRN) former students of the course Health and Citizenship (SACI). Emphasizes also the importance of commitment to social policies, particularly with those focused on the area of health. This is a case study with a qualitative approach. There was the lifting of data through documental research, from 14 portfolios of learning, which are weekly records of students from the respective discipline, corresponding to 2005.2 to 2007.2 semesters. From the analysis undertaken, inferred that the methodology problematizing, used by the discipline, enables students to understand that learning is not restricted to the confined university walls. It shows the health from a complex and concrete social reality, allowing students to an interdisciplinary dialogue in search of the transformation of this reality. It means an opportunity to interact with the dynamics of society in their area of activities, developing a relationship of solidarity in the formation of the citizen. Moreover, it was clear the direction of experienced interdisciplinary and recognized by students of various professions that make up the discipline. Thus, the SACI in preparation for construction of SUS, helps to form a new professional, more committed to the promotion and with a collective work in health

A morte a concep����o de estudantes de enfermagem

Understanding the meaning of death for student nurses is the subject of this research. The motivation for the meeting place of my difficulties as a person and especially as a teacher in the face of nursing students in dealing with death on a day-to-day hospital during the undergraduate course. Death became known that this evil looms before men and destabilizing, causing often irreversible mental disorders when faced with family loss. Therefore, it is appropriate to study it the possibility of making us reflect on our way of living life and dealing with human beings from the perspective of finitude. Aimed to understand the meaning of death for nursing students. For this purpose, it was based on the following guiding question: What is the meaning of death for you as a nursing student? From this perspective, the study was developed within a qualitative dimension of the phenomenological approach. To perform ten students were interviewed during the month of July 2009. Emerged from these interviews a variety of feelings such as fear, anxiety, insecurity, failure, sadness, as the sensory experience of each. To understand the meaning units that emerged from the empirical data which constitute the essence of this research were fundamental studies dealing with Heidegger about the death in a phenomenological perspective, as well as authors Bicudo, D'Assun����o, Dastur, Morin, Boff, K��bler-Ross, Boemer, among others. From the understanding of the phenomenon, we can say that death produces mixed feelings in these students that lead to selfprotection, understood, often as a departure from the other, at the approach of death. However, it proved to be sensitive and receptive to the approach of death in other dimensions, beyond the highly technical aspects, pointing to a paradigm shift that has the yeast's own willingness to change. In addition, the research highlights the weaknesses in the education of nurses regarding the understanding of the whole human death and the need to overcome them.

Cora����es e mentes desvendam o Sistema ��nico de Sa��de : vis��es e viv��ncias de estudantes de enfermagem

One of the Ministry of Health s attempts at contributing to making collective health more appealing to health students is the Experience and In-Service Training within the Reality of the Unified Health Service Project (VER-SUS). Hence, the object of this investigation is to survey learners views on the teaching of nursing based in the experiences they have lived through in the VER-SUS. Its purpose is to analyze the views and lived-through experiences of nursing students on how the VER-SUS contributed to their professional education. This is a study of the descriptiveexploratory type with a qualitative approach. Eighteen undergraduate students from the nursing program at the Federal University of Rio Grande do Norte (UFRN), former VER-SUS participants, took part in this study, from 2006 to 2009. Information was collected using focus group techniques guided by a set of questions and semistructured interview with open and closed questions. The information collected was analyzed using content analysis technique, of the thematic analysis type. The UFRN Research Ethics Committee approved of the survey pursuant to Report Opinion number 223/2010 and CAAE number 0105.0.051.000-10. Lived-through experiences and in-service training gathered from the VER-SUS have contributed meaningfully to health education, as they helped understand the role of the university and of a health and nursing education within the hegemonic model of education. According to the views and lived-through experiences of nursing students who took part in the SUS project it was extremely relevant to use active methodologies in the teaching-learning process and have the facilitators act as liaisons for the SUS. It follows from this study that the VER-SUS does contribute to a health-nursing education and brings the students close to the reality of the community

O estudo da morte na forma����o do enfermeiro: percep����o de estudantes

This study is aimed to understand the nurse student s perception on death approach during the undergraduate course, to reveal feelings and meanings generated from studying this topic. The research was undertaken when the project has been approved by the ethics committee of UFRN in accordance to the Opinion Number n�� 234/2012. Through a qualitative approach using a phenomenological design, grounding on the ideas of the German philosopher Martin Heidegger. It was interviewed ten students who answered the following questions: When during your undergraduate course the topic death and dying is approached? What kind of feelings that theme awakens? What is the significance of studying this subject in nursing education? The speeches analysis shows that the issue of death and dying is addressed in a very timely manner in different disciplines, there is no dialogue between them. Students reveal the fear and anxiety as feelings present when studying the topic; recognize as an important moment of reflection to understand that death is not a health care failure, but an opportunity to understand it as a natural phenomenon. In this perspective, we can conclude that the student need to be conducted in the undergraduate process, not being separated from itself to your world-with-others, but linking their concepts, understanding their feelings as human being then, respect and care for individuals as a being-toward-death. Therefore, the big challenge facing nursing education is to create an environment where death can be discussed about, between teachers and students, mainly in the disciplines that address the issue

Entre orqu��deas e girass��is :o laborat��rio de Enfermagem na vis��o de estudantes

To study the teaching/learning process about the Nursing procedures carried out in the laboratory, and learn both the sapiens and the demens dimensions of such process, is the main purpose of this study. The objectives are to: identify the major laboratory contributions to the teaching/learning process from the point of view of undergraduate students and the feelings they express; describe the difficulties they have identified; and analyze the relevance of the laboratory to this process. As part of the inquiry procedure, four core group meetings were held with 26 undergraduate students who had completed the course on Semiology and Semiotics in Nursing, which is the course where the Nursing laboratory is most needed as a learning space. The analysis, based on a qualitative approach, had as fundamental theoretical support studies made by Friedlander and Hayashida, who deal with learning/teaching in the Nursing laboratory, and by authors who favor humanization in teaching such as, among others, Freire, Maturana, Morin, Assmann. Results point toward the relevance of the Nursing laboratory as a facilitator for the learning/teaching process. In their speech the students repeatedly state that the development of procedures in simulated situations enable them to become more self-assured and technically prepared for caring. In addition, they emphasize that feelings such as fear, lack of confidence, anxiety, anguish and panic become diminished at the time of their clinic experience when they have had previous learning in the laboratory. They have also acknowledged that some difficulties of structural nature have become obstacles to a high-quality learning development. In summary, in spite of the difficulties that have been pointed out by the students concerning the use of the Nursing laboratory in the learning/teaching process, they also recognize that this is the locus par excellence where they can develop their skills and appease their anxieties