O tema água no ensino de ciências:uma proposta didático pedagógica elaborada com base nos três momentos pedagógicos

Science and technology are increasingly present in society’s everyday living, interfering with the appearance and social relationships, which requires from the population: knowledge, skills and actions to intervene consciously and responsibly in the new socio-cultural setting. The science education might become a great ally in the task of literacy and / or enable students to live consciously and critically in a world even more influenced by scientific and technological aspects. The aim of the dissertation is to develop a didactic-pedagogic proposal for science classes of the 6th year of elementary school, based on the "Generator Theme: Water and its treatment", involving the dynamics of the Three Pedagogic Moments. Such proposal consists of a Course which embraces seven teaching modules containing topics related to Generator Theme. The modules were designed and developed with four student groups of 6th year in twelve hours / class per group, with a total of approximately 120 students. The interpretation of the developed content, resulting from the thematic modules with students, led to the creation of five analysis categories. Considering the results, it is possible to conclude it is necessary, for successful teaching practices in the school environment, that the teachers embrace the aim of teaching in a meaningful way, drawing up activities that really recognize and include the student as an active subject of the educational and learning process. The use of activities that lead students to recognize themselves as main process actors, developing practices based on previous knowledge and on their specific learning, results in a situation which they will recognize the science in their lives, learn to be reflective and aware of their attitudes about the world where they live.

Trajetórias e fatores associados a qualidade de vida de mães de recém-nascidos pré-termos de muito baixo peso até três anos após o parto

Preterm birth is a public health problem worldwide. It holds growing global incidence rates, high mortality rates and a risk of the long-term sequelae in the newborn. It is also poses burden on the family and society. Mothers of very low birth weight (VLBW) preterm infants may develop psychological disorders, and impaired quality of life (QoL). Factors related to mothers and children in the postpartum period may be negatively associated with the QoL of these mothers. The aim of this study was to assess factors possibly associated with the QoL of mothers of VLBW preterm newborns during the first three years after birth. Mothers of VLBW preterm answered the World Health Organization Quality of Life (WHOQOL)-bref and the Beck Depression Inventory (BDI) in five time points up to 36 months postpartum, totalizing 260 observations. The WHOQOL–bref scores were compared and correlated with sociodemographic and clinical variables of mothers and children at discharge (T0) and at six (T1), twelve (T2), 24 (T3) and 36 (T4) months after the delivery. We used the Kruskal Wallis test to compared scores across different time points and correlated WHOQOL-bref scores with the sociodemographic and clinical variables of mothers and preterm infants. Multiple linear regression models were used to evaluate the contribution of these variables for the QoL of mothers. The WHOQOL–bref scores at T1 and T2 were higher when compared to scores in T0 in the physical health dimension (p = 0.013). BDI scores were also higher at T1 and T2 than those at T0 (p = 0.027). Among the maternal variables that contributed most to the QoL of mothers, there were: at T0, stable marital union (b= 13.60; p= 0.000) on the social relationships dimension, gestational age (b= 2.38; p= 0.010) in the physical health dimension; post-hemorrhagic hydrocephalus (b= -10.05; p= 0.010; b= -12.18; p= 0.013, respectively) in the psychological dimension; at T1 and T2, Bronchopulmonary dysplasia (b= -7.41; p= 0.005) and female sex (b= 8,094; p= 0.011) in the physical health dimension and environment, respectively. At T3, family income (b= -12.75’ p= 0.001) in the environment dimension, the SNAPPE neonatal severity score (b= -0.23; p= 0.027) on the social relationships dimension; at the T4, evangelical religion (b= 8.11; p= 0.019) and post-hemorrhagic hydrocephalus (b: -18.84 p: 0.001) on the social relationships dimension. The BDI scores were negatively associated with WHOQOL scores in all dimensions and at all times points: (-1.42 ≤ b ≤ -0.36; T0, T1, T2, T3 and T4). We conclude that mothers of preterm infants VLBW tend to have a transient improvement in the physical well-being during the first postpartum year. Their quality of life seems to return to levels at discharge between two and three years after delivery. The presence of maternal depressive symptoms and diagnosis of post-hemorrhagic hydrocephalus or BDP are factors negatively associated with the QoL of mothers. Social, religious and economic variables are positively associated with the QoL of mothers of VLBW preterm.

O tema água no ensino de ciências: uma proposta didático pedagógica elaborada com base nos três momentos pedagógicos

Science and technology are increasingly present in society’s everyday living, interfering with the appearance and social relationships, which requires from the population: knowledge, skills and actions to intervene consciously and responsibly in the new socio-cultural setting. The science education might become a great ally in the task of literacy and / or enable students to live consciously and critically in a world even more influenced by scientific and technological aspects. The aim of the dissertation is to develop a didactic-pedagogic proposal for science classes of the 6th year of elementary school, based on the "Generator Theme: Water and its treatment", involving the dynamics of the Three Pedagogic Moments. Such proposal consists of a Course which embraces seven teaching modules containing topics related to Generator Theme. The modules were designed and developed with four student groups of 6th year in twelve hours / class per group, with a total of approximately 120 students. The interpretation of the developed content, resulting from the thematic modules with students, led to the creation of five analysis categories. Considering the results, it is possible to conclude it is necessary, for successful teaching practices in the school environment, that the teachers embrace the aim of teaching in a meaningful way, drawing up activities that really recognize and include the student as an active subject of the educational and learning process. The use of activities that lead students to recognize themselves as main process actors, developing practices based on previous knowledge and on their specific learning, results in a situation which they will recognize the science in their lives, learn to be reflective and aware of their attitudes about the world where they live.