Caracterização do ciclo sono/vigília de professores do ensino médio em natal/rn

In the school environment is fundamental the knowledge about the sleep-wake cycle (SWC), because we find children and adolescents with excessive sleepiness and learning difficulties. Furthermore, teachers with high demand and with different work schedule, which may contribute to changes in SWC. The aim of this study was to describe the SWC of high school teachers in Natal/RN. Habits and knowledge about sleep, chronotype, SWC, daytime sleepiness, sleep quality and job satisfaction were described in 98 high school teachers from public and private school. These parameters were compared according to the characteristics of work, family structure and gender. Data collection was performed with the use of questionnaires in two stages: 1) "health and sleep" (general characterization of sleep habits), Horne & Ostberg questionnaire (characterization of chronotype), Epworth Sleepiness Scale and the Index of Pittsburg Sleep Quality, 2) The sleep diary for 14 days. From the results, we observe that the teachers woke up and went to bed earlier in the week and showed a reduction of time in bed around 42min comparing to weekend. This reduction in time in bed during the week was accompanied by an increase in nap duration on weekend. In addition the teachers woke up earlier on Saturdays than on Sundays, probably due to housework and leisure. The teachers' knowledge about sleep was low in relation to individual differences and effect of alcoholic beverages on sleep, and high in the consequences of sleep deprivation. The differences found in comparisons on the characteristics of work, family structure and gender were punctual, except concerning the work schedule. The teacher who started work in the morning and finished in the night, woke up earlier, went to bed later and had less time in bed, when compared to teachers who work only in two shifts. In addition, teachers with late chronotypes who begin the work in the morning had a greater irregularity in the wake up time compared to teachers with earlier and intermediate chronotypes. Half of teachers have excessive sleepiness, which was positive correlated with work dissatisfaction. In general, teachers showed IPSQ averages equivalent to poor sleep quality and the women showed worst averages. From the results, it is suggested that the SWC of teachers varies according to work schedule, leading to irregularity and partial sleep deprivation in the week, although these responses vary according to chronotype. These changes are accompanied by excessive daytime sleepiness and poor sleep quality. However, it is necessary to expand the sample to clarify the influence of variables related to work, family structure and gender together

A água nossa de cada dia : percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Embora a escassez de água seja reconhecida como um dos principais problemas mundiais a ser enfrentado pela humanidade, padrões comportamentais ecologicamente insustentáveis ainda persistem. Assim, o objetivo deste estudo foi analisar determinantes do comportamento pró-ambiental relativo à água, bem como os significados que lhe são atribuídos por alunos do ensino médio do Centro Federal de Educação Tecnológica do Rio Grande do Norte, em Natal. Compuseram a amostra de conveniência 315 estudantes, 146 mulheres e 169 homens, que responderam a um questionário sobre uso e percepção da água, contendo também indicadores de pró-ambientalismo, cuidado ambiental, desenvolvimento sustentável, perspectiva temporal, externalidades e coletivismo, além de inquérito sócio-demográfico. Para os participantes, água é sinônimo de vida, muito embora a relação que mantém com ela parece dúbia e, muito mais funcional que ecológica; consideram-na um recurso finito, um patrimônio indispensável à vida, contudo não foi observada coerência entre as concepções manifestadas e os comportamentos auto-relatados de uso da água. Os resultados encontrados apontaram preditores importantes do comportamento pró-ambiental relativo à água: sexo do respondente, Escala Novo Paradigma Ecológico e deixar forma de contato para participar de campanhas futuras. Seja para aprofundamento teórico em novos estudos, seja para auxiliar na elaboração de programas de educação ambiental, que poderiam contribuir para inibir os efeitos de uma cultura de consumo e de uma visão utilitarista da água, ampliando esforços individuais e coletivos para a preservação de bens comuns, como a água. Palavras-chave: psicologia ambiental; sustentabilidade; água; comportamento próambiental. x xi Abstract Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

A Água nossa de cada dia: percepção, uso e predisposições comportamentais de alunos do ensino médio de Natal, Rio Grande do Norte

Although water scarcity is recognized as one of the main world-wide problems to be faced by human kind, ecologically unsustainable patterns of behavior still persist. Thus, the objective of this study was to analyze pro-environmental behavior related to water, as well as meanings associated to it by high school students of Federal Center of Technological Education of Rio Grande do Norte, in Natal. The convenience sample was composed by 315 students, 146 women and 169 men, who answered a questionnaire about use and perception of water, containing indicators of proenvironmentalism, environmental care, sustainable development, time perspective, externalities and collectivism, besides socio-demographic items. According to participants, water is synonymous of life, even though the relationship they present with it is ambiguous, much more functional than ecological; they consider it a finite resource, an indispensable life patrimony, however there was no coherence between such conceptions and the self-reported behaviors of water use. Results indicated three important predictors of pro-environmental behavior: sex of respondent, New Ecological Paradigm Scale and telephone/address left for eventual contact to participate in future environmental campaigns. They may be used in additional studies for theoretical development, or to assist in the planning of programs of environmental education, aimed at the inhibition of the effects of a culture of consumption and of an utilitarian perception of water, extending individual and collective efforts towards the preservation of common resources as water

O direito ambiental na sala de aula: significados de uma prática educativa no ensino médio

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Uma justificava da validade do teorema fundamental da álgebra para o ensino médio

Among several theorems which are taught in basic education some of them can be proved in the classroom and others do not, because the degree of difficulty of its formal proof. A classic example is the Fundamental Theorem of Algebra which is not proved, it is necessary higher-level knowledge in mathematics. In this paper, we justify the validity of this theorem intuitively using the software Geogebra. And, based on [2] we will present a clear formal proof of this theorem that is addressed to school teachers and undergraduate students in mathematics

Análise do processo de internalização de propostas de educação ambiental em escolas de Ensino Médio no município de Acaraú-CE

To insert environmental education in the school is a very hard task, although the question has been largely discussed since some years ago. The main object of this research is limited to the way the contents of Environmental Education are inserted in school programs, as well as to assert that, as a law, it must be put in practice not only because it is obligatory, but because it is important to school programs, especially to Acaraú´s primary and secondary schools, having in view the importance of the natural resources in which schools are inserted and the development of ways to solve problems related to the quality of life of the dwellers of these places. It is important the study of the law 9795/99 on Environmental Education, passed on July 25th, 2005, by means of the decree no. 4.281, established in the Municipal Organic Law and other documents ruling the Environmental Education. Our purpose is to give orientation on Environmental Education to the above-mentioned schools aiming at the permanent formation about that subject, in order to constitute, in the future, a real net between school and community and to spread out concepts about sustainability. This way, poverty conditions should be faced as environmental problems, bringing about the relationship between natural resources and poverty. The making of shrimp beds, predatory fishing, swamp degradation and irregular occupation constitute elements to this research. The theoretic terms are based upon principles of Environmental Education, area sustainability and inter-disciplinarily and trans-disciplinarily in Environmental Sciences, which have been applied under the form of capacities and the presentation of documents, projects, maps, discussions and reflections about the mass social movements as a positive consequence of the implementation of this project

Consumo de álcool entre estudantes do ensino médio do município de Passos - MG

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A construção coletiva interdisciplinar em educação ambiental no ensino médio: a microbacia hidrográfica do Ribeirão dos Peixes como tema gerador

O Ribeirão dos Peixes é o principal corpo de água do município de Dois Córregos (SP), e as conseqüências das atividades antrópicas no local exigem urgentes providências para a recuperação do sistema. Considerando que as bacias hidrográficas representam uma temática bastante adequada para um programa de Educação Ambiental e, ainda, as dificuldades/necessidades apresentadas, pelos professores, para o desenvolvimento de práticas que estimulem a conscientização dos alunos com respeito às questões ambientais, o presente estudo visou à formação interdisciplinar de educadores que atuavam no terceiro ano do ensino médio de uma escola estadual, no sentido de possibilitar que trabalhassem posteriormente com seus alunos a dimensão ambiental da microbacia hidrográfica do Ribeirão dos Peixes. Uma investigação inicial sobre as práticas pedagógicas dos professores em relação à abordagem do tema e à Educação Ambiental forneceu subsídios para que este trabalho fosse conduzido, por meio da Pesquisa-ação-participativa e complementada pelo Ensino por pesquisa.

O discurso de alunos do ensino médio a respeito da camada de ozônio

O objetivo deste trabalho foi investigar os gêneros de discursos utilizados por alunos da terceira série do Ensino Médio a respeito de um dos conteúdos vinculados ao ensino de química ambiental: o estudo do gás ozônio e os problemas relacionados à degradação de sua camada na atmosfera terrestre. Os resultados apontam para um nível de envolvimento discursivo em que se percebe a apropriação da linguagem científica como ferramenta de argumentação acerca das questões ambientais.

Orientações nacionais para a reforma do ensino médio: dogma e liturgia

O estudo analisa criticamente os fundamentos das atuais diretrizes nacionais para o ensino médio brasileiro, dando especial enfoque à sua coerência com tendências mundiais e seus nexos com recomendações de agências internacionais para reformas educativas nos países emergentes. Discute, outrossim, as vicissitudes e peculiaridades do processo de formulação das referidas diretrizes e sugere o aprofundamento da discussão, indicando aspectos polêmicos que merecem maior reflexão.

Ensino médio: função do estado ou da empresa?

O presente artigo levanta questões importantes acerca da qualidade do ensino médio público quando comparado ao particular, a partir de dados da pesquisa 10 anos depois: Unesp - Diferentes perfis de candidatos para diferentes cursos (Estudo de variáveis de capital cultural), questionando a visão ideológica de que a escola particular coloca seus alunos mecanicamente nas melhores universidades. Apresentando dados sobre a performance dos candidatos ao vestibular oriundos do sistema particular e do sistema público, o artigo mostra que, nos dois casos, a freqüência a cursinhos é uma constante, o que coloca em xeque a tão propalada maior qualidade do ensino médio particular.

Detecção de Binge drinking em estudantes do ensino médio: efetividade de diferentes métodos

Pós-graduação em Alimentos e Nutrição - FCFAR

Consumo de álcool entre estudantes do ensino médio do município de Passos-MG

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A sociologia contemporânea na sala de aula: (re)pensando algumas perspectivas para o ensino das ciências sociais no ensino médio

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aspectos conceituais e espistemológicos do tema eletroquímica nos livros didáticos de química aprovados pelo Programa Nacional do Livro Didático para o ensino médio - PNLEM (2007)

Pós-graduação em Educação - IBRC