LUDIBUS, o ônibus da alegria: possibilidades de estágio extracurricular aliando ensino, pesquisa e extensão

This paper aims to present the Ludibus project, by Faculty of Philosophy and Science of Unesp, Marilia Campus, and placement possibilities offered by extracurricular work of teaching, research and extension education developed by his team. The Project is characterized by the existence of a playful bus, adapted to the development of artistic, recreational and literary schools in Basic Education (Early Childhood Education and Elementary Education, cycle I). It aims to contribute to the process of initial and continuing training of man and women teachers who will serve and act in Basic Education and to offer proposals for artistic and recreational activities for children of kindergarten and the early grades of elementary school, with a view to the creation, appreciation and reflection related to artistic languages and playful. We make use of action research and varied procedures in order to organize and provide activities related to the themes of the project the teachers and children. The results point to good learning opportunities and enriching experiences for the teacher training process, setting up the project in a privileged place for the occurrence of extracurricular period.

Ser professora iniciante na educação infantil: aprendizagens e desenvolvimento profissional em contexto de enfrentamentos e superações de dilemas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Voice disorders in teachers: clinical, videolaryngoscopical, and vocal aspects

Dysphonia is more prevalent in teachers than among the general population. The objective of this study was to analyze clinical, vocal, and videolaryngoscopical aspects in dysphonic teachers. Ninety dysphonic teachers were inquired about their voice, comorbidities, and work conditions. They underwent vocal auditory-perceptual evaluation (maximum phonation time and GRBASI scale), acoustic voice analysis, and videolaryngoscopy. The results were compared with a control group consisting of 90 dysphonic nonteachers, of similar gender and ages, and with professional activities excluding teaching and singing. In both groups, there were 85 women and five men (age range 31-50 years). In the controls, the majority of subjects worked in domestic activities, whereas the majority of teachers worked in primary (42.8%) and secondary school (37.7%). Teachers and controls reported, respectively: vocal abuse (76.7%; 37.8%), weekly hours of work between 21 and 40 years (72.2%; 80%), under 10 years of practice (36%; 23%), absenteeism (23%; 0%), sinonasal (66%; 20%) and gastroesophageal symptoms (44%; 22%), hoarseness (82%; 78%), throat clearing (70%; 62%), and phonatory effort (72%; 52%). In both groups, there were decreased values of maximum phonation time, impairment of the G parameter in the GRBASI scale (82%), decrease of F0 and increase of the rest of acoustic parameters. Nodules and laryngopharyngeal reflux were predominant in teachers; laryngopharyngeal reflux, polyps, and sulcus vocalis predominated in the controls. Vocal symptoms, comorbidities, and absenteeism were predominant among teachers. The vocal analyses were similar in both groups. Nodules and laryngopharyngeal reflux were predominant among teachers, whereas polyps, laryngopharyngeal reflux, and sulcus were predominant among controls.