Prevalência e fatores associados à sintomatologia dolorosa e a qualidade de vida de odontólogos da cidade de Teresina-PI

Objective: Identify the factors associated to the painful symptomatology and the quality of life and in dentists in the city of Teresina-PI. Brazil. Methods It was accomplished a cross-sectional study with 175 dentists registered with the Regional Council of Dentistry-PI from March to May, 2007. For characterization of the dentists we used a multidimensional questionnaire containing sociodemographic (age, sex) and professional information (time of service, journey to work). The evaluation of the presence of pain was performed by the Protocol of Painful Symptoms of McGILL. The WHOQOL-Bref was used to assess quality of life through physical, psychological, social and environmental domains. Results / Conclusions The painful symptomatology was reported in 69,7% of individuals, being observed in 77.3% of women and 60.3% of men. Body regions where pain was prevalent was the regions of neck (69,2%) lower back (69,7%). The dentists had high levels of self-perception of quality of life satisfaction and health. 96,0% of the individuals reported quality of life as very good, and only 16.6% reported dissatisfied with health. The Physical and Environmental domains showed values higher than the psychological and social domains. The painful symptomatology of studied dentists is associated with female sex (RP=1.28; IC95% 1.04-1.58; p<0.01). A multivariate analysis by logistic regression was performed and only the painful symptoms (OR = 2.51, IC95% 1,21-5,21) remained associated with the quality of life of these professionals when adjusted for other variables studied

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