A influência da carga imposta pela mochila escolar em alunos do ensino fundamental e médio: uma contribuição para estudos ergonômicos

This cross-sectional study aimed to evaluate the load carried by students in primary and secondary schools, state Vespasian /MG, and quantify the percentage established between backpack weight and body mass of these young people carry every day. The study included 916 students of both genders. Ages ranged from 10-19 years. 541 students (59.06%) carried the load backpack ranging from 10.02 to 33.43% of his body mass. Students with younger age, female students and those who opted for the backpack model designed dorsal attachment tended to carry a load higher than 10% of his body weight. 224 (24.45%) students complain of back pain and shoulder. It was concluded that the cargo is inadequate from the point of view of biomechanics and ergonomics, especially for younger individuals and females, since they are in growth phase, and this exposes them to an overhead increased risk of spinal injuries, with consequent repercussions in adulthood.

Entre fadas e alienígenas: desenhos animados televisivos, ética e educação física nos primeiros anos do ensino fundamental

This paper seeks to understand the mediation of cultural products devoted to childhood in the children's play culture. This research focused on a dialogue between the TV cartoons, which are foods to playfulness and fantasy that characterize childhood cultures; the ethics, because the questioning of symbolic mediators (ideas, values, norms, rules) are essential to reflect on the society we want to live, and Physical Education as a curriculum component, shall contribute to the critical mediation of the body culture and the sports arising out from the media, which has close relation with the practical and moral problems that arise in the classroom. To analyze the narrative structures of cartoons we have adopted the comprehensive methodology of Joan Ferrés. Such method suggests a hermeneuticphenomenological approach, which allowed to access Paul Ricoeur’s hermeneutics; as one interpretative method, it allows the reflection on our values, and also the values presented by the audiovisual product, and possible changes. Successive readings indicate that the narrative structure of TV cartoons responds to a double moral standard, which are constructed from stereotyped models between good and evil, right and wrong, villain and hero, and propose universal role models of conduct. However, some cartoons, mostly based on animé productions, have broader visions of the human common living experiences. We concluded that the current symbolic production of childhood cultures proposes one challenge to the Physical Education teacher: the critical mediation of values related to the movement body culture. Along with the support of moral philosophy, it can target his/her practice for understanding the different manners of (re)creation of the ways, and the living in society.

Rúgbi na escola?!... perspectivas de uma proposta diversificada, pautada na pedagogia do esporte para a educação física escolar do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma investigação com graduandos de licenciatura em Ciências Biológicas sobre a relação genotipo fenotipo na perspectiva da epistemologia de Gaston Bachelard

This work aims presenting and discussing the conceptual (re)construction of the Biological Sciences undergraduate students on the genotype-phenotype relationship. Data collection occurred through a group of researchers systematic monitoring, at weekly discussion meetings. The data were analyzed and discussed based on Bachelard epistemology foundations. The analysis of the results suggests that the inclusion of discussions of historical and epistemological issues, in that research group, favored reflections that contributed to the expansion of the thinking about the genotype-phenotype relationship.

Práticas educativas de professores e comportamentos infantis, na transição ao primeiro ano do Ensino Fundamental

The objectives this research are: (a) describing positive interactions established between teacher and student, considering clinical group to behavior problems and non-clinical one; (b) describing behavior repertoire (social skills and behavior problems) of children with and without clinical classification to behavior problems, according to TRF, teacher version. The participants this study were 16 female teachers who indicated and evaluated 32 students - 16 of them presented behavior problems (with BP – clinical group), whereas the other 16 did not (without BP – non clinical group). Students aged 6 years were enrolled in the first year of elementary school. Data collection was conducted through the application of three instruments: TRF, RE-HSE-Pr and QRSH-Pr, as an interview with teachers. Data were categorized and analyzed to compare the clinical and nonclinical groups (Mann-Whitney Test). Overall, this research found that female teachers exert different practices among students who have behavior problems that do not show, being more skilled in the interactions with children without behavior problems and more agressive to those with behavioral problems. Implications for interventions and public policies are discussed.

Condições de trabalho e transtornos mentais comuns em professores do ensino fundamental de Avaré – SP

Pós-graduação em Saúde Coletiva - FMB

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC

Análise dos conteúdos de língua portuguesa do “Programa Ler e Escrever” em uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

A língua portuguesa no 5º ano do ensino fundamental: repertórios de ensino no contexto da Prova Brasil/ SAEB

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Alfabetização e letramento: a cultura escrita de alunos que iniciam o ensino fundamental II

As the Elementary School expanded quantitatively at the end of last century, a new social debate started on the quality of the education offered in public schools. Among many concerns and questions, there was the quality of literacy of the young people that finished the Basic Stage of Education. Federal documents drawn up over the last years, such as the National Pact for Literacy at the Right Age, defend that the obligatory literacy takes place until the end of the third grade of Elementary School. Based on this, it is intended that, at the end of the 5th school year of this education step, the students master the social practices of reading and writing that let them pursue their literacy process in the following school years. In this sense, the present study intended to observe and think over how the alphabetization (reading and writing technology acquisition) and literacy (using of written language in different social practices) processes happened at the end of the Elementary School I. In order to exploit to the full the meanings and conceptions involved in the presented theme, it was decided, methodologically, to elaborate a qualitative research, in where the adopted procedure was data survey and bibliographic research of authors that conceptualize, explain, relate and distinguish alphabetization from literacy. Next, it was performed a documental research based on laws and other Federal documents, from the State of São Paulo and from the municipality of Rio Claro-SP, observing the established discussion with the studied academic productions, as well as attributions given to the public school to perform the process of alphabetization and literacy. The visitation of these papers was also considered necessary for the understanding of expected knowledge, capabilities and skills of the student that finishes Elementary School I. In the last stage of the research, with the purpose of thinking about the level/kind of alphabetization...

Aptidão física associada às medidas antropométricas de escolares do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atividade física e uso de drogas entre estudantes de ensino fundamental e médio

The research examines the relationship between drug use and physical activity in school. We used an anonymous self-questionnaire among students in elementary and middle school in a Brazilian city. The mean age was 15.1 ± 1.5 years. There was no significant difference between energy expenditure and drug use, crack use except in life that related to significantly higher values of energy expenditure and habitual for the past thirty days, cocaine use was associated with higher energy expenditure habitual (p <0.05). We emphasize the need investigations addressing specific features of involvement in school and extracurricular activities, physical activity, drug use and their contributions to school health.