Avaliação das condições higiênico-sanitárias de manipuladores de alimentos e utensílios de mesa de escolas públicas municipais de Natal, RN

In Brazil school food is constitutionally guaranteed to public school students at the preschool and elementary level. This food must be nutritious, hygienic and sanitary. The aim of the present study was to assess the hygienic/sanitary conditions of food and table utensil handlers in municipal public schools in Natal, Brazil. In total, 27 public schools were assessed, using a checklist and microbiological analysis of the hands and table utensils. For the microbiological analyses of the hands, coliforms were analyzed at 45ºC and for the utensils aerobic mesophilic bacteria, using methods recognized by AOAC, 2002 and APHA, 1992, respectively. Most of the schools studied did not exhibit good food and utensil handling practice procedures in any of the variables analyzed. It was shown that 74.1% of the handlers received no periodic training, 51.9% did not undergo annual health examinations and 100% did not practice proper hand hygiene, which reflected significantly (p < 0.05) in hand contamination, where fecal coliforms were detected on 55.6% of the hands analyzed. With respect to the utensils, it was found that 100% of the schools studied did not follow correct hygiene practices and most were classified as very bad ; that is, aerobic mesophilic bacteria values above the limits established by PAHO (Pan American Health Organization), with schools in the north and south districts recording the highest percentages. The results show that the hygienic-sanitary conditions of the food and utensil handlers in the schools studied were inadequate, demonstrating the need for implanting good handling practices aimed at protecting the health of children that take part in the program and offering safer foods. Researchers from the areas of food microbiology, nutrition, public health and statistics participated in this study, a decisive factor for characterizing it as multidisciplinary

Qualidade nutricional dos cardápios em escolas públicas e alcance às metas do programa nacional de alimentação escolar em município do nordeste brasileiro

O Programa Nacional de Alimentação Escolar tem como objetivo atender as necessidades nutricionais dos alunos durante sua permanência em sala de aula, contribuindo para o crescimento, o desenvolvimento, o rendimento escolar e a formação de hábitos alimentares saudáveis. Diante da relevância social e considerando os princípios do direito humano da alimentação adequada e da segurança alimentar, é fundamental o monitoramento da execução e consecução das metas nutricionais estabelecidas pelo programa. Desta forma, este estudo teve como objetivos analisar a qualidade nutricional dos cardápios ofertados em escolas públicas de um município rural do Nordeste brasileiro, quanto à composição nutricional, custo com gêneros alimentícios, nível de adesão dos escolares às refeições oferecidas e atendimento às recomendações nutricionais do Programa Nacional de Alimentação Escolar. Foi desenvolvido estudo transversal, realizado com 473 escolares, em Nísia Floresta, município do Estado do Rio Grande do Norte. A frequência de consumo semanal da alimentação escolar foi analisado segundo o padrão adotado por Sturion et al., que classifica o nível de adesão em: efetiva (quatro a cinco dias), média (dois a três dias) e baixa (um dia). Analisou-se 64 preparações da alimentação escolar, eleitas de forma aleatória por conglomerado, avaliadas quanto à energia, macronutrientes e micronutrientes (vitaminas A e C, ferro, zinco, magnésio e cálcio). Utilizaram-se como parâmetros as recomendações nutricionais estabelecidas pelo programa (2009), para atender 20% das necessidades nutricionais diárias, considerando as faixas etárias de 6 a 10, 11 a 15 e 16 a 18 anos. Calculou-se o custo das preparações servidas com base na licitação realizada no município. A associação entre adesão e extratos etários foi investigada utilizando a análise de correlação. A energia oferecida pelos cardápios foi inferior a recomendação em até 50%. As refeições atingiram, em média, 249,34 kcal (±64,43). Observaram-se preparações com inadequação dos macronutrientes e micronutrientes, exceto para proteínas (102,3%) e lipídios (100,1%), na faixa etária ix de 6 a 10 anos. O custo das preparações foi R$ 0,53 (±0,16), sendo provenientes 56,6% de recursos federais e 43,4% da contrapartida municipal, com essencialidade de recursos municipais no provimento do custo. Quanto à adesão, 93,9% dos escolares informaram consumir os lanches. Para o nível de adesão, obtiveram-se: 67,2% efetiva, 21,8% média e 4,9% baixa. Foi encontrada associação significativa entre as variáveis adesão e idade (χ2 = 89,36; GL=6; P < 0,001), sendo a baixa adesão encontrada, sobretudo, na faixa de 16 aos 18 anos. Os cardápios ofertados não atingem as metas do Programa Nacional de Alimentação Escolar, favorecendo a insegurança alimentar, especialmente aos adolescentes. Portanto, há necessidade de reformulações, planejamento, e implantação de refeições diferenciadas e adequadas às distintas faixas e factíveis de execução

Inclusão digital: a inserção das tecnologias informacionais nas escolas públicas da RMNatal

This study aims to determine the influence of Digital Inclusion in school performance of students from public high school in the metropolitan area of Natal, through the use of computers in a pedagogical and Internet use.Throughout the paper we try to answer the question: The pedagogical use of computers connected to the Internet contributes to improving the academic performance of students in public schools in the RMNatal? To answer the research question, we focus on the database INEP on the infrastructure of schools and the bank rates of school performance. For both technical procedures performed to obtain the relationship between Internet and School Performance. Then the School Settings have been configured for Digital Inclusion and made crosses with the approval rates, distortion and failure. The survey results indicate that according to the classification established in: Included in School Settings, School Settings deficit, Adverse Environments School and School Settings Deleted, which has prevailed in the metropolitan area of Natal are the schools that are provided outside.

Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI

This study deals with Sociology teacher identity issues. This is done considering daily routines of Sociology grade school teachers in the city of Picos in the state of Piauí-Brazil. Thus, the research aims to acknowledge the manner the inter-relations between the teacher s know-how and the process of construction of the professional identity of these teachers occur. It is seen that the discipline of Sociology in this context brings out processes related to inclusion and exclusion once the subject of Sociology is distinguished as unstable in relation to other disciplines. However, in June 2008, the law included the Sociology as a discipline 11,684 mandatory on all high school series.The theoretical and methodological procedures of this research were based on an ethnographic qualitative nature research and enabled a documental analysis. In order to collect data, a semi-structured questionnaire was applied in collective and individual in four state schools in the city of Picos in Piauí. The analysis of the information was based in content analysis from the proposals made by Bardin (1997), and Franco (2008). The information was then organized in knowledge matrixes that allowed the identification of themes divided into two thematic axes: teacher education: the search for sense making in experience and the exercise of teaching as well as the Sociology grade school teacher s daily routine. The research enables the understanding of the senses the subjects have on their own activity since the work deals with concrete situations and experiences in the scholar context. These senses are considered relevant in order to enable a comprehension of the inter-relations that are established between the know-how and the construction of the identity on behalf of these teachers. Almost all of the interviewed subjects did not have a degree in Social Sciences and came from other backgrounds especially ones related to Education. Sociology teachers investigated almost in its entirety, do not have specific training in the social sciences, becoming teachers of Sociology by lack of school and to complete the work load. But, in spite of the difficulties experienced in the practice of the discipline all are in favour of its inclusion in high school. They have a clear vision, that through the work of the theoretical content of the discipline with the daily life of the students by using teaching strategies that add value to the relationship of knowledge that are prepared in society at large, to Sociology provides a critical analysis of the reality in which they are inserted

Gestão democrática da educação: a eleição direta para dirigentes de escolas públicas de educação básica do Rio Grande do Norte (2003-2006)

Este trabajo es el resultado de un análisis de la política de gestión de la educación básica en el estado de Rio Grande do Norte (RN) y tuvo como objetivo presentar un estudio sobre la construcción e implementación del proceso de elección directa para elegir a los dirigentes de escuelas públicas de educación básica en las escuelas públicas durante el período 2003 a 2006. Partió de la suposición de que las elecciones para la escoja de los líderes escolares mediante el voto directo de la comunidad se presenta como un importante instrumento a través del cual se debe garantizar el derecho de participación a los diferentes segmentos de la escuela contribuyendo con el proceso de consolidación del proceso democratización de la gestión de escuela pública en ese Estado. Optamos por realizar una búsqueda dentro de un enfoque histórico-crítico, basado, teórico-metodológicamente, en el materialismo dialéctico. A partir de los objetivos y de los temas que guiaron el proceso de investigación, se consideró adecuado adoptar procedimientos de estudio y de recogida de informaciones y análisis bibliográfico y documental y, la realización de entrevistas semi-estructuradas. Los resultados muestran que la construcción del Documento de la Gestión Democrática definiendo la elección directa como una opción de los administradores de la escuela bien como su implantación ante las escuelas del estado sucedió basado en los principios democráticos. Además, los líderes elegidos directamente de las escuelas, la creación del Consejo Escolar (CE) y la institución de la Asamblea General de la Escuela demuestran la adopción de un modelo de gestión de la educación pública del estado que contribuye con el proceso de democratización de la gestión escolar. Por último, es evidente la necesidad de cualificación en el proceso democrático y la participación de varios sujetos involucrados en el proceso de gestión también incluidos los miembros del Consejo Escolar

Atividades experimentais no ensino de biologia em escolas públicas do estado do Rio Grande do Norte, Brasil: caracterização geral e concepção de professores

Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students

O papel da leitura nas aulas de inglês: uma análise segundo a percepção dos professores do ensino médio de escolas públicas estaduais de Natal

This dissertation aims at investigating the teachers beliefs about the role of the reading ability in English at public state high schools in Natal and identifying the social value of the process of learning English for students of a foreign language. From the understanding of studies on reading, both in the field of Cognitive Psychology, as in Gibson & Levin (1975), as in the area of Psycholinguistics, as in Goodman (1970) and Del Re (2006), We researched the teachers perceptions about the skills and competencies that should permeate their educational practices, through their knowledge about theories of language acquisition as Cognitivism (Piaget, 1961) and Social Interactionism (Vygotsky, 1979) and the official documents (PCNEM, 1999; PCN+, 2002 ) that are the parameters for teaching a foreign language. We took into consideration other factors that influence the choice of the goals and the objectives to be worked out, such as: intensity of teachers workload, number of classes and students per class for each teacher, materials and technologies available, among other factors that will play an important role in the choice of the appropriate methodologies. To conduct a case study, two questionnaires were used in the construction of direct interviews with fourteen English teachers in twenty schools. According to data on the teachers beliefs we could find that for them the reading ability does not seem to have an special treatment in the teaching of a foreign language due to factors that undermine this process and therefore make teachers do not realize the real objectives of teaching English at public state high schools in Natal. As a consequence, the current process of education complicates the formation of autonomous learners capable of fighting for a social transformation

Uma análise do ensino de Geografia utilizando as representações cartográficas no 2º ciclo nas escolas públicas de Natal - RN

Análisis de Ensino de la geografía usando las representaciones cartográficas en el ciclo 2º en las escuelas públicas de Navidad - RN, en la vista de la relación teo'rico-pra'ctica dividida en dos, en cuanto a la aplicabilidad verdadera de estos recursos en la educación de la geografía. Este análisis entiende una revisión bibliográfica, a la luz de teorías y de conceptos en el proceso de la educación y de aprender de la geografía y el uso de los recursos de los geocartográficos el largo de historia. El objetivo para caracterizar pertenecer al espacio de la escuela, a la escuela en la comunidad, a la educación de la geografía y al uso de los recursos cartográficos, la importancia de los recursos didácticos como ayudas de los metodológicos en la educación de la geografía, la dirección de señalar soluciones para mejorar las lecciones en Ensino básico, y comtemplaba preguntas primordiales relativas a los profesores prácticos; para la comprensión, mientras que profesional de la educación, la lucha para la valuación de la enseñanza y la educación pública; para la importancia social de la mejora de la formación de profesores de la educación básica, en el ejercicio completo de las actividades de enseñanza, y para el acceso a las fuentes y a los espacios de la investigación donde ejercemos la función del profesor del formador en el Instituto de Educación Superior Presidente Kennedy IFESP

Excesso de peso em região do nordeste brasileiro: contraste entre escolares de rede pública e privada de ensino

The prevalence of obesity has been increased in the last three decades. It is already considered as epidemic by the World Health Organization and reaches around 300 million people worldwide. The weight gain in all ages is related to a sedentary way of life and hyper caloric food ingestion at the modern society. Obesity is a chronic disease and leads to high blood pressure, diabetes, cardiovascular diseases and cancer. The aim of this study was to evaluate the prevalence of weight excess among student in Natal schools and to analyze its association with age, gender, school category and geographic localization in city zones. This was a transversal study which enrolled 1927 children. 1084 of these were between 6 and 8 years-old (group 1) and 843 were 9 to 10 years-old (group 2). 895 of the total children studied in private schools and 1032 studied in public schools. 33,6% of the students had body mass index equal or above the 85th percentile and were considered as having weight excess. There was no statistical difference in this prevalence considering neither gender nor age. The weight excess prevalence in private schools was 54,5% and in public ones was 15,6% (p<0,01; OR=6,49). Weight excess was also more prevalent in the south and east city zones (41,3%) which have better quality of life index than in the north and west zones (28,4%) (p<0,01). In conclusion, the weight excess prevalence among students is found to be high in Natal and programs of intervention and prevention of obesity are necessary. The higher prevalence in private schools as in the wealthier city zones reflects the link between obesity and high socioeconomic level found in countries in developing. This was an interdisciplinary work with participation of epidemiology, child nutrition and pediatric endocrinology following the recommendations and principles of the Post graduation Program in Health Sciences of the Federal University of Rio Grande do Norte

Nestor lima e a modernização conservadora da gestão educacional no Rio Grande do Norte entre 1924-1928

This study attempts to investigate the school administration in the Department of Education of Rio Grande de Norte, in the period 1924 to 1928, in the context of conservative modernization in its management, implemented by Nestor Lima dos Santos. Addresses the trends of administrative Nestor Santos Lima and sequence of these variables so that we can correlate and monitor the development of various economic, social, cultural and political, to show how influenced and even determined the direction of education, not only the state of RN, but throughout the country. For this purpose, it is the recapitulation of the history of life, experiences of work and travel reports of this important figure, including administrative concepts, aiming to identify the school administration, introduced by him in the 1920s, as those who received influence of characters that included the social and historical context of the time, reconstituting the ways following the education. It was developed by Nestor shares in Lima on the administration of public schools, their way of management, and can see how was the process of modernization of education in Rio Grande do Norte state and how it followed the rapid changes, experienced by Brazil, during this period. Show up on the design aspects of modernizing Nestor Lima in the Department of Education, the Director General of Administrative Acts, the internal record of school groups, Isolated Schools, Schools rudimentary and the newly created Board of Education, highlighting the Internal Rules of Council but the General Regulations of the Department of Education. This work also highlights the proposed administrative Nestor of Lima, while educational model of an operating system of the organization, training and education, which is present in the area of production of discourse, through body practice, characteristic of the record established levels of policy development and implementation of educational instruction in all state. Key-words: school administration. Conservative modernization. Public Education

Avaliando as escolas pelas suas competências: aplicação do DEA não discricionário para o ensino fundamental do Rio Grande do Norte

Formal education, understood by the gradual process that occurs at school, aims at learning and systematic knowledge is of great interest to society as it benefits its individuals and leads to many positive effects, such as increased productivity and welfare (Johnes, Johnes, 2007). Understanding what influences the educational outcome is as important as the result itself, because lets you manage these variables in order to obtain a better student performance. This work uses the data envelopment analysis (DEA) to compare the efficiency of Rio Grande do Norte schools. In this nonparametric method, an efficiency frontier was construct from the best schools that use the inputs set to generate educational products. Therefore, the data used were obtain by Test Brazil and year 2011 School Census to state and municipal schools of Rio Grande do Norte. Some of the variables considered as inputs and outputs have been obtain directly these bases - the other two were prepared, using the Item Response Theory (IRT) - they are the socioeconomic and school infrastructure indices. As a first step, we compared several DEA models, with changes of input variables. Then was chose the non-discretionary model for which was deep the analysis of results. The results showed that only seven schools were efficient in the 5th and 9th grades simultaneously; there were no significant differences between the efficiency of municipal and state schools; and there were no differences between large and small schools. Analyzing the municipalities, Mossoró excelled in both years with the highest proportion of efficient schools. Finally, the study suggests that using the projections provided by the DEA method, the most inefficient schools would be able to achieve the goal IDEB in 2011, in other words, it is possible to improve the education of significant state taking the efficient schools as a basis for too much.

O argumento de inclusão enquanto política de acesso à universidade pública

There are a great number of evidences showing that education is extremely important in many economic and social dimensions. In Brazil, education is a right guaranteed by the Federal Constitution; however, in the Brazilian legislation the right to the three stages of basic education: Kindergarten, Elementary and High School is better promoted and supported than the right to education at College level. According to educational census data (INEP, 2009), 78% of all enrolments in College education are in private schools, while the reverse is found in High School: 84% of all matriculations are in public schools, which shows a contradiction in the admission into the universities. The Brazilian scenario presents that public universities receive mostly students who performed better and were prepared in elementary and high school education in private schools, while private universities attend students who received their basic education in public schools, which are characterized as low quality. These facts have led researchers to raise the possible determinants of student performance on standardized tests, such as the Brazilian Vestibular exam, to guide the development of policies aimed at equal access to College education. Seeking inspiration in North American models of affirmative action policies, some Brazilian public universities have suggested rate policies to enable and facilitate the entry of "minorities" (blacks, pardos1, natives, people of low income and public school students) to free College education. At the Federal University of the state Rio Grande do Norte (UFRN), the first incentives for candidates from public schools emerged in 2006, being improved and widespread during the last 7 years. This study aimed to analyse and discuss the Argument of Inclution (AI) - the affirmative action policy that provides additional scoring for students from public schools. From an extensive database, the Ordinary Least Squares (OLS) technique was used as well as a Quantile Regression considering as control the variables of personal, socioeconomic and educational characteristics of the candidates from the Brazilian Vestibular exam 2010 of the Federal University of the state Rio Grande do Norte (UFRN). The results demonstrate the importance of this incentive system, besides the magnitude of other variables

A concepção de professores do ensino fundamental (1ª e 4ª) sobre a saúde do escolar

Com a criação dos Parâmetros Curriculares Nacional (PCNs), a saúde passou a ser um tema transversal que deve ser trabalhado por todos os níveis de ensino em toda a escola, principalmente pelos professores do ensino fundamental, os quais têm uma grande responsabilidade no processo de formação dos valores e de condutas dos escolares. Com o objetivo de investigar a concepção dos professores de ensino fundamental (1ª a 4ª séries) sobre a saúde do escolar, este estudo teve como amostra 45 professoras lotadas em 04 escolas públicas e 04 escolas privadas no município de Natal/RN. Para a coleta dos dados foi utilizado um questionário semi-estruturado, sendo os mesmos analisados por meio da análise temática. A faixa etária com maior prevalência foi a superior a 40 anos, com 58% de professoras. Com relação ao grau de formação acadêmica das docentes investigadas, 47% delas tem o terceiro grau completo e, 40% possuem apenas formação no magistério. No que se refere ao tema transversal saúde, 27% das professoras não realizaram estudos sobre o mesmo e, 40% das docentes não se sentiam preparadas para desenvolver esse conteúdo, apontando como principal fator limitante à falta de conhecimento mais profundo sobre saúde e a falta de material didático adequado. Sobre a importância em se trabalhar a saúde, 29% das respostas referiram-se aos cuidados com a saúde, e 20% em prevenir e conhecer doenças. Pode-se concluir que é necessária uma capacitação específica referente à temática em questão, o que deve ser acompanhada de políticas públicas que incentivem o profissional da educação e ofereça estrutura ao ambiente escolar

As cidades, os rios e as escolas: um estudo das práticas de educação ambiental nas cidades de Natal e Mossoró-RN

Universidade Estadual do Rio Grande do Norte

O processo avaliativo institucional de desempenho do sistema público municipal de Teresina-PI (2001 a 2005): entre a lógica da excelência e a lógica da aprendizagem

This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piauí (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection, as a culture practice established between excellence of logic and learning. The evaluation history has been construct on the evaluation actions dialectics, joint simultaneously between the Institutional Evaluation Performance and the learning evaluation. The senses, meanings and actions bipolarity is a interaction process product sustained between the institutional evaluation, under the scholar ranking application, and the learning evaluation. In this relativity, the teacher evaluation practice is found, ruled by interesting, thoughts and actions on the school evaluation, allowing a higher security and support to the learning results. Grounded in the researched reality, its possible to say that the teacher s evaluation practice is diversified, with different characteristics, when it is done in the learning search and in the learning intention. In the first case, reflects, rearranges and constructs new actions that lead the student to produce learning. In the second, shows the will, the wish of learning, but is a weak action, producing a not really significant learning and development; as a result, remains the mark approach as a determinant in the student future. The work s hope is to contribute not just to rethink these two evaluations dimensions the institutional and the learning ones but also to organize the school and to improve the pedagogic process