Distribuição geográfica de agravos nutricionais entre escolares na cidade de Piracicaba-SP, Brasil

The objective was to map the prevalence of nutritional disorders in children attending the 1st to 4th grade of 12 public elementary schools located in the 5 administrative regions of Piracicaba, SP, each with its own socioeconomic profi le, from 2003 to 2006. A total of 16,068 children, divided into 8,133 (50.6%) girls and 7,935 (49.4%) boys, aged 7 to 11 years, were weighed and measured. Their nutritional status indicators heightfor-age (H/A), weight-for-age (W/A), and body mass index-for-age (BMI/A) were compared with those of the NCHS/CDC 2000 reference population and classifi ed according to the z-score cut-off points recommended by the World Health Organization. During that period, the Western Region, which has the lowest socioeconomic indicators, had the lowest z-score medians of the three anthropometric indicators assessed (p<0.0001) and was the only region to have a higher-than-expected stunting prevalence (3.0% with Z < -2). Excess weight prevalence was higher than expected in all regions. The Central Region, which has the highest socioeconomic indicators, had the highest excess weight prevalence (6.0% with Z > 2). Time had a positive effect on the stunted children, reducing the stunting rates in the regions with the lowest socioeconomic indicators. In conclusion, the three nutritional status indicators showed results suitable to the social and economic characteristics of each region. Although nutritional disorders have particular characteristics, they are a problem to the entire population.

Gestão escolar: a prática pedagógica administrativa na política de educação inclusiva

The paper presents the results of a doctoral dissertation that covered the analysis of knowledge involving the everyday teaching and administrative practices of school managers who worked with the proposed construction of a citywide system of inclusive e ducation, while an educational policy. The aim was to follow the school management towards the proposed inclusive educationin three elementary schools in a medium-sized city in the state of São Paulo. The data were collected at the earlier school, a middle-aged one and another recently opened. The stages of the study were: 1) review of literature on: a) qualitative ethnographic research applied to education, b) principles of autonomy, planning, decentralization, c) the education of the school manager and d) relationship between school management and inclusive school; 2) data collection in schools, 3) description and categorization of data and 4) analysis and interpretation of results. To develop the methodology were used observations of the participants, semi-structured interviews, analysis of official documents of the school (internal and external). It was concluded that there is a lack of political-pedagogical project collectively built, a difficulty in developing coordinated actions aimed at the realitiy, problems in interpersonal relationships; a gap gulf between the proposed policy, the discourse about it and the daily practice. The school management is responsible for the construction of an inclusive school, but in the reality studied it was directed at administrative issues at the expense of the pedagogic ones.

Movimentos de um movimento: um estudo sobre os significados atribuídos ao escolanovismo e seus ritmos

Um conjunto de depoimentos coletados oralmente e de fontes escritas disponíveis no arquivo inativo de um antigo Grupo Escolar paulista é analisado em paralelo à literatura sobre o Movimento Escolanovista visando a compreender os modos como um ideário se impõe, no cotidiano das práticas escolares, num ritmo constante de avanços e resistências, alterações e manutenções. Ao mesmo tempo, defende-se que o Movimento Escolanovista – ou qualquer proposta educacional – não é um bloco maciço de significados fixos, mas uma leitura, uma mobilização, uma apropriação que, segundo os vários significados a ele atribuídos, implica a efetivação de algumas práticas no interior da escola.

Cognição Numérica de crianças pré-escolares brasileiras pela ZAREKI-K

The Numerical Cognition is infl uenced by biological, cognitive, educational and cultural factors. It consists of a primary system, called Number Sense that would be innate and universal, also of secondary systems: the Calculation, implied to perform mathematical operations by means of symbols or words and Number Processing, which is divided into two components, Number Comprehension, related with the understanding of numerical symbols and Number Production, which includes reading, writing and coun-ting numbers. However, studies that show the development of these functions in children of preschool age are scarce. Therefore, aims of this study were to investigate numerical cognition in preschool Brazilian children to demonstrate the construct validity of the ZAREKI-K (A Neuropsychological Battery for the Assessment of Treatment of Numbers and Calculation for preschool children). The participants were 42 children of both genders, who attended public elementary schools; the children were evaluated by this battery and WISC-III. The results indicated signifi cant differences associated with age which children of 6 years had better scores on subtests related to Number Production, Calculation and Number Comprehension, as well moderate and high correlations between some subtests of both instruments, demonstrating the construct validity of the battery. In conclusion, preliminary normative data were obtained for ZAREKI-K. The analyses suggested that it is a promising tool for the assessment of numerical cognition in preschool children.Keywords: Mathematics, number, preschoolers, working memory, Developmental Dyscalculia.

O papel dos professores na construção da autonomia moral dos alunos: como pensam e o que fazem

Pós-graduação em Psicologia - FCLAS

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

A (trans)formação vivencial: a práxis educativa e a formação para docência frente o papel das narrativas

This work by questioning the methodology and curriculum standardization and the separation between theory and practice, both of the top training courses for educators and schools in general, proposes to investigate, through action research, writing and analysis of narratives drawn from the author's experiences as a volunteer educator for a Brazilian educational project inspired by the experience of the Portugal's Escola da Ponte, the (trans)formation of educators in educational praxis, ie, the training that is not represented in formatting. Experiences, reflections and analyzes developed are in line to share new possibilities in the training of education professionals to effectively contribute to the methodological and curricular flexibility and with no dissociation between practice and theory present in current and anachronistic higher education courses educators, as well as the vast majority of elementary schools, both public and private and secondary levels

Aptidão física associada às medidas antropométricas de escolares do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação de hábitos de vida e proposta de fluxograma de encaminhamento de escolares com necessidades de cuidado nutricional

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Gestão democrática da escola: possibilidades e dificuldades na percepção dos pais e dos gestores do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cutting Cursive: Is Handwriting Still Important to Today’s Preservice Teacher?

Handwriting is a tool for communication often untaught that has effects on learning and long-term development for students of the future. Handwriting used to be needed in order to function in society, however, today that skill is no longer needed. New technology, current teaching methods and societal needs have caused handwriting to be overlooked in many school districts. Classrooms are overwhelmed with information and many schools are simply running out of time to teach cursive, therefore no longer making it a priority. Handwriting is a perceptual motor skill requiring higher cognitive thinking, something that most primary school children find difficult, yet it is still needed in the school curriculum and provides a stable foundation for students of the future. The questions to be addressed by my research are to examine the factors that have led to the demise of cursive writing in elementary schools. I will research the complex issues that have contributed to the decline of cursive handwriting. This will include my investigation into the factors that technology has played, along with societal needs. I will interview preservice teachers, those students in college preparing to become teachers, and try to understand where the importance for teaching handwriting started and ended. By the end of my research I want to have constructed a timeline of events to explain the demise of this needed skill. My methodology for this research will be to gather information from various primary and secondary literature review sources. I want to understand when cursive started to disappear from the curriculum and why.

Schulische Umwelterziehung und Umweltbewußtsein

„Abstract“ Pantring, Heinz Schulische Umwelterziehung und Umweltbewußtsein. Eine empirische Untersuchung zur Umwelterziehung und zum Umweltbewußtsein an Wiesbadener Schulen. Das Ziel der als Fallstudie konzipierten Untersuchung bestand darin, die Wirksamkeit schulischer Umwelterziehung nicht nur auf der Wissens- und Einstellungsdimension des Umweltbewußtseins, sondern vor allen Dingen auf die Dimension des Umwelthandelns im Sinne von „ökologischem Tun“ in Abhängigkeit von manifesten Persönlichkeitsmerkmalen wie Alter, Geschlecht und Dauer des Schulbesuchs zu überprüfen. Diese Überprüfung geschah durch das Angebot an alle Schüler und Lehrer, sich an einer konkreten Umweltaktion - Anlage eines Feuchtbiotops - zu beteiligen. An den Fragebogenerhebungen waren 1821 Schüler der 4., 8. und 12. Klassen aus 19 Wiesbadener Grund- und weiterführenden Schulen beteiligt. Parallel wurden bei den 550 Lehrerinnen und Lehrern, die an den entsprechenden Schulen unterrichteten, unter anderem Ausmaß und Qualität schulischer Umwelterziehung und umweltbezogener Fortbildung sowie Aspekte der Ökologisierung von Schule und Ansichten zum Umweltunterricht erfaßt. Wesentliche Ergebnisse waren: 1) Die zur Zeit praktizierte umweltorientierte Lehrerfortbildung erreicht nur einen geschlossenen Teilnehmerkreis. 2) Eine qualitative Verbesserung des Umweltunterrichtes ist eher auf Privatinitiative, als auf ein umfassendes institutionalisiertes umweltbezogenes Fortbildungsange-bot zurückzuführen. 3) Grundschüler zeigen ein ausgeprägteres Umweltbewußtsein als Schüler weiterführender Schulen. 4) Ein Großteil der in den Grundschulen durch eine intensive Schüler - Lehrer - Interaktion erreichte Motivation für Umweltprobleme und Umweltthemen geht beim Übergang von den Grundschulen zu den weiterführenden Schulen - insbesondere Gymnasien - verloren. Im Alter von 13 - 16 Jahren fallen die Schüler in ein „Motivationsloch“ für Umwelt-erziehung. 5) Schüler zeigen eine deutliche Diskrepanz zwischen verbalem umweltorientierten Engagement und dem faktisch praktizierten „Ökologischen Tun“. 6) Es gibt keinen signifikanten Zusammenhang zwischen der umweltbezogenen Handlungsbereitschaft von Schülern und der Qualität des Umweltunterrichtes. 7) Das bei Schülern allgemein entwickelte Umweltbewußtsein hängt eher mit ihrer Sozialisation in einer umweltbewußteren Zeit als mit den unmittelbaren Anstrengungen der Schule zusammen.

The Skip To Breakfast project: Development, implementation, and feasibility evaluation of an intervention to increase healthful breakfast consumption among fifth grade students and their families

Children and adults frequently skip breakfast and rates are currently increasing. In addition, the food choices made for breakfast are not always healthy ones. Breakfast skipping, in conjunction with unhealthy breakfast choices, leads to impaired cognitive functioning, poor nutrient intake, and overweight. In response to these public health issues, Skip To Breakfast, a behaviorally based school and family program, was created to increase consistent and healthful breakfast consumption among ethnically diverse fifth grade students and their families, using Intervention Mapping™. Four classroom lessons and four parent newsletters were used to deliver the intervention. For this project, a healthy, "3 Star Breakfast" was promoted, and included a serving each of dairy product, whole grain, and fruit, each with an emphasis on being low in fat and sugar. The goal of this project was to evaluate the feasibility and acceptability of the intervention. A pilot-test of the intervention was conducted in one classroom, in a school in Houston, during the Fall 2007 semester. A qualitative evaluation of the intervention was conducted, which included focus groups with students, phone interviews of parents, process evaluation data from the classroom teacher, and direct observation. Sixteen students and six parents participated in the study. Data were recorded and themes were identified. Initial results showed there is a need for such programs. Based on the initial feedback, edits were made to the intervention and program. Results showed high acceptability among the teacher, students, and parents. It became apparent that students were not reliably getting the parent newsletters to their parents to read, so a change to the protocol was made, in which students will receive incentives for having parents read newsletters and return signed forms, to increase parent participation. Other changes included small modifications to the curriculum, such as, clarifying instructions, changing in-class assignments to homework assignments, and including background reading materials for the teacher. The main trial is planned to be carried out in Spring 2008, in two elementary schools, utilizing four, fifth grade classes from each, with one school acting as the control and one as the intervention school. Results from this study can be used as an adjunct to the Coordinated Approach To Child Health (CATCH) program. ^

School screening for tuberculosis in high risk areas of Texas

Screening for latent tuberculosis infection (LTBI) is an integral component of an effective tuberculosis control strategy, but one that is often relegated to the lowest priority. In a state with higher than national average rates of tuberculosis, due consideration should be given to LTBI screening. Recent large scale contact investigations in the middle school of Del Rio, Texas, raised questions about the status of school screening for LTBI. An evidence based approach was used to evaluate school screening in high risk areas of Texas. A review of the literature revealed that the current recommendations for LTBI screening in children is based on administration of a risk factor questionnaire that should be based on the four main risk factors for LTBI in children that have been identified. Six representative areas in Texas were identified for evaluation of the occurrence of contact investigations in schools for the period of 2006 to 2009 and any use of school screening programs. Of the five reporting areas that responded, only one utilized a school screening program; this reporting area had the lowest percentage of contact investigations occurring in schools. Contact investigations were most common in middle schools and least common in elementary schools. In metropolitan areas, colleges represented up to 42.9% of contact investigations. The number of contact investigations has increased from 2006 to 2008. This report represents a small sample, and further research into the frequency, distribution and risk for contact investigations in schools and the efficacy of screening programs should be done. ^