A influência do método pilates sobre a qualidade de vida em mulheres climatéricas

Objetivo: Avaliar a influência do método Pilates sobre a qualidade de vida em mulheres climatéricas atendidas pelo Sistema Único de Saúde. Métodos: Trata-se de um estudo prospectivo do tipo ensaio clínico randomizado, cego para avaliador, com amostra por conveniência, composta por 51 mulheres divididas em grupo controle (n=25) e experimental / Pilates (n=26), ao longo de 12 semanas. Os instrumentos usados para coleta foram: o Medical Outcome Study 36-item Short Form Health Survey (MOS SF-36 Health Survey) versão brasileira e o índice menopausal de Blatt e Kupperman. Os dados foram tratados com estatística descritiva e inferencial (teste t para amostra pareada e de Wilcoxon), com p≤0,05. Resultados: Observou-se que a amostra estudada apresentava idade média de 53,7±4,07 e 53,9±5,52 anos, IMC médio de 25,2Kg/m2±3,71 e 26,06 Kg/m2±2,56, no grupo controle e experimental, respectivamente. A maioria era casada, sem trabalho formal e com pelo menos o 2º grau completo. O grupo submetido ao método Pilates apresentou efeitos positivos sobre a diminuição dos sintomas climatéricos (19,6 para 12,2) com p= 0,001 (GE) e p=0,062 (GC), bem como apresentou significância estatística para comparação no parâmetro de capacidade funcional (p=0,001), limitação por aspectos físicos (p=0,05), dor (p=0,001), estado geral de saúde (p=0,001), vitalidade (p=0,001), aspectos sociais (p=0,027) e saúde mental (p=0,001) em mulheres na meia idade. Conclusões: Os resultados do estudo mostraram que 12 semanas de intervenção com o método Pilates apresentaram efeitos positivos sobre a diminuição dos sintomas climatéricos, bem como melhora nos domínios de qualidade de vida nestas mulheres, possibilitando efetivas propostas de intervenção profissional às especificidades deste público, com foco na promoção de saúde através de ações interdisciplinares

Miguilins no sertão da cabaça azul: incandescência, infância e devaneios poéticos em Mutum

Cette thèse concerne dans une lecture poétique du roman Campo Geral, de Guimarães Rosa, du film Mutum - basé sur le roman mentionné et réalisé par Sandra Kogut, et de l investigation das les villes de Minas Gerais/MG impliqués dans la production du film. Le but de cette lecture est de communiquer l'expérience onirique faite à partir d'une oeuvre cinématographique, à partir d un récit littéraire et la rencontre avec cinq acteurs non-professionnels et de trois membres de l'équipe de Mutum. Pour ça, le rêve poétique, proposé par Gaston Bachelard, il est utilisé comme une ressource cognitive à l'expérience de la réalité de semi-imaginaire l'homme, a partir de l actionnement du double dans le processus de participation affective (MORIN, 1997). Le film choisi abord des impressions d un enfant qui vit avec ses parents, avec ses frères, avec sa grand-mère et avec sa chienne Rebeca, dans un place appelé Mutum. Sous la perspective de l être rêveur, qui medite sur les images de l enfance onirique dans le contexte des régions sèches de la campagne, des régions qui sont transformées et étendues à travers le rêve poétique, nous arrivons à l enfance méditative (BACHELARD, 2006). Tout au long de la narration de cette recherche, Guimarães Rosa, la réalisatrice Sandra Kogut, moi-même comme un individu / chercheur et les interlocuteurs de la famille Mutum que j'ai trouvé dans Minas Gerais, nous sommes tous pris comme Miguilins qui rêvent de La région Cabaça Azul. Incandescents, multiples, primitives, ces Miguilins sont porteurs des papiers colores et avec elle ils comprennent la participation de l'homme dans le Grand Récit (SERRES, 2005)

Necessidades de formação de professoras principiantes da educação infantil/pré-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education