Achados audiológicos pós-doenças infecciosas em crianças matriculadas em um centro especializado nos distúrbios da audição

Pós-graduação em Pediatria - FMB

Produção e utilização de material didático sobre fisiologia da audição e neurofisiologia

The teaching of hearing physiology requires an knowledge integration of Human Anatomy, Biophysics, more precisely Bioacoustics and Bioelectrogenesis, as well as Neurophysiology. Students present difficulty to build knowledge about functional mechanisms of sound conduction and sensory transduction, especially if the elements are not visible forms, as the middle and inner ear structures. To make the teaching about hearing physiology and sensory perception easier, was produced a set of didactical materials about the subject. At first, a resin model that faithfully describes the anatomical relationship of the ossicles with the tympanic membrane was developed. Subsequently, a second model that, besides illustrates the mechanism of acoustic impedance overcoming, also reveals how acoustic sensorial transduction occurs in inner ear, was designed and produced. In the third didactical model, are visualized, through students interaction, areas of the cerebral cortex that interpret the different sensory modalities. In addition, were created three educational videos about hearing problems and a site on Human Hearing Physiology, available on Institute of Biosciences website. The results of this course conclusion monograph are presented in the form of articles that were submitted to Journal Physics in the School and the Journal of the Nucleus of Teaching

Sensibilização da audição e educação sonora nos exercícios de limpeza de ouvidos: uma incursão na Educação Matemática

The teaching of acoustics has been characterized by a banking model that little contributes to the ideal training of citizens capable of understanding and acting to improve their environment soundscapes. Equally distant from the world of sound and musical culture, audio technology and acoustic environment, it is disconnected from the ever-increasing effort to raise awareness on hearing and sound education, as defended by the Canadian educator Prof. Raymond Murray Schafer. In order to provide elements for reflection on how Mathematics can be itself a language to compete in a sound education, we developed, in a dialogical and problematizing method applied to the technological and cultural world, one further research and teaching with Math students of UNEMAT in Barra do Bugres. This study pointed to the feasibility of educating consciences capable of of improving their acoustic environment, modifying the landscapes where we live, under our responsibility.