Matriz de capacita????o modelada por compet??ncias para atuar em programas de educa????o a dist??ncia: uma proposta para as escolas de governo

This study discusses distance learning (DL) as a corporate education strategy in the scope of National Policy on Staff Development. The purpose was to identify, along with managers and specialists of National Network of Schools of Government in Brazil (RNEG), demanded competencies for DL professionals acting in continued education to service public. Part of the research is based in official documents and in related capacity-building initiatives of Schools of Government in the last three years. Through questionnaire sent to managers of institutions of RNEG, we identified existing infrastructure, teams profile, actions developed in DL and training needs. The research allowed to map the critical competencies to work in DL programs and to create a proposal from a Competency-Based Training Matrix for school teams in order to leverage continuing education programs to public servants in three spheres of government. The results revealed the key technological, pedagogical, management and communication skills, as well as the critical activities and content to be included in the training plans. It was found that 88% of institutions have already implemented or are in the process of implementing DL, and the other 12% are deficient in qualified staff to make regulations on hiring personnel or in technology fluency. This corroborates the importance and the contribution of Competency-Based Training Matrix for RNEG

Conselhos locais de saúde : caminhos e (des)caminhos da participação social no Sistema Único de Saúde

A partir da descentralização, novas instâncias de negociação e novas alternativas de ordenamento da estrutura organizacional do Sistema Único de Saúde (SUS) foram criadas. Dentre estas alternativas, podemos citar os conselhos de saúde, importantes canais de participação social. Todavia, frente às limitações destes canais tradicionais de articulação entre Estado e sociedade, destacamos os ideais da gestão participativa e os Conselhos Locais de Saúde (CLS) como alternativa de renovação e criação de instâncias mais flexíveis, porosas e efetivas às complexas demandas sociais. Neste sentido, buscamos analisar o processo de criação e implementação dos CLS do município de Anchieta/ES, a partir de uma abordagem quali-quantativa. Inicialmente, traçamos o perfil socioeconômico e político dos conselheiros eleitos, a partir de um questionário aplicado a uma amostra de 54 conselheiros; dados que foram categorizados e analisados por meio do emprego de estatísticas descritivas. Em seguida, entrevistamos treze conselheiros, de dois conselhos distintos do município, procedendo à análise de conteúdo do material, a partir dos ideais de Bardin (2000). Os resultados demonstraram que os conselhos foram criados a partir da iniciativa da gestão municipal em 2011, e que simplesmente institucionalizá-los como espaço de participação social não foi suficiente para promover a mobilização social e o envolvimento comunitário. Quanto ao perfil dos conselheiros locais, 78% são mulheres, com predominância de raça/cor branca, idade entre os 20 e 39 anos e funcionárias públicas; 57% possuem Ensino Médio e participaram como conselheiro por dois anos, e 60% destes já tiveram outras experiências de participação similares aos CLS. Do material oriundo das entrevistas, emergiram quatro categorias de análise, a saber: 1) Ser ou não ser conselheiro de saúde? Eis a questão!; 2) O não pertencimento e a não-participação; 3) Conselhos Locais de Saúde: elos, meios e mediações; e 4) A exogenia da administração e os obstáculos à participação social. Os entraves ao funcionamento dos conselhos de saúde, mesmo em nível local, ainda são desafios a serem superados, para que estas instâncias sejam mais influentes na gestão pública, conforme os princípios de sua criação. A participação social e a democracia são fundamentais para a construção de políticas de saúde que correspondam às reais demandas da comunidade. Contudo, para garantir a democracia na sociedade não basta promover a descentralização. É necessário que os sujeitos políticos resistam às relações de dominação, opressão e subordinação. Para isso, torna-se imprescindível os programas de educação para cidadania dos sujeitos envolvidos nestes fóruns de participação. O que nos motiva, enfim, é notarmos a existência, entre os conselheiros eleitos, de sujeitos protagonistas de seu próprio devir; sujeitos que atuam como agentes transformadores, motivadores de sonhos e projetos em prol da saúde pública e de sua comunidade.

Políticas de modernidade e impactos na formação de professores: A realidade brasileira em análise

Revista Lusófona de Educação

Inovação escolar e organização curricular

RESUMO: O presente estudo teve como objectivo investigar os principais impedimentos que ocorrem nos estabelecimentos de ensino relativamente à aplicabilidade dos Programas Nacionais de Educação Física (PNEF). Considerando as particularidades do grupo disciplinar, as instalações da escola ou o meio cultural envolvente, pretende-se perceber as razões para que no panorama nacional, a grande maioria das escolas resista a esse processo de mudança, não criando condições para o desenvolvimento de iguais oportunidades na disciplina de educação física no currículo de todos os alunos. Este estudo ambiciona ser um contributo para que a educação física (EF) dê um passo no desenvolvimento qualitativo da realidade educativa, ao destacar os pontos comuns e mais importantes reunidos nas escolas de referência que aplicam os PNEF. A metodologia desenvolvida apresenta duas fases na análise de dados, sendo que a primeira extrai os pontos em comum e personalizados do grupo de professores entrevistados pertencentes ao grupo A, constituído pelos autores dos PNEF e por uma especialista na área de desenvolvimento curricular. A segunda fase, segue a lógica anterior para o grupo B, grupo que reúne professores em contacto directo no dia-a-dia das escolas. A consciência e o conhecimento dos problemas apresentados nas escolas que não seguem os programas, torna-se importante pois possibilita a procura de soluções para esses mesmos problemas. Desta forma será possível desenvolver as inovações escolares, proporcionando aos alunos a oportunidade de crescer no seio das inúmeras qualidades que a disciplina de educação física pode oferecer e desenvolver. Um crescimento baseado na autonomia, na cooperação e no desenvolvimento de hábitos de vida saudável enquanto futuros cidadãos. ABSTRACT: This study aimed to investigate the main issues that prevent the physical education programs to be applied on the Portuguese schools. Considering the disciplinary group particularities, the school facilities or the environment, we intend to understand the reasons that may explain why the majority of the Portuguese schools resist to this change process, not creating conditions for the development of equal opportunities on the physical education of every student. This study intend to be a contribute for the physical education development on the educational reality, highlighting the common factors of the reference schools that apply the physical education programs. The method integrates two phases of development: the first one extracts the common and custom factors between the Group A professors, consisting of physical education programs authors and one expert in the field of curriculum development. The second phase follows the previous logic for the Group B, a group that meets professors with direct contact of schools day-to-day. The consciousness and knowledge about the existing problems in schools that don‟t apply physical education programs it‟s important, because it enables the search for solutions. This will allow innovations development, giving students the opportunity to grow within the many qualities that the discipline of physical education can provide and develop. Growth based on autonomy, cooperation and development of healthy lifestyle habits as future citizens.

O programa de formação dos mentores: conceção e planeamento

Este texto define e enquadra teoricamente as principais finalidades e orientações metodológicas do programa de formação dos mentores que acompanharam os professores em período probatório. O referencial de formação dos mentores construiu-se em torno das diferentes dimensões do ato de ensinar. A metodologia de formação organizou-se a partir do conceito de desenvolvimento profissional, considerando o mentor como objeto e sujeito da formação e procurando articular o processo formativo e o trabalho de supervisão desenvolvido pelos mentores, no terreno. As sessões de formação foram planeadas estrategicamente a partir de questões orientadoras às quais se procurou dar resposta através de um conjunto de atividades e materiais. Durante a implementação do período probatório foi produzido pelos intervenientes um conjunto considerável de documentos que foram trabalhados durante a formação. - Abstract This article defines and frames theoretically the main purposes and the methodological guidelines of the training program of mentors who have accompanied teachers on the probationary period. Those guidelines were constructed around the different dimensions of the act of teaching. The training methodology was organized from the concept of professional development, considering the mentor as object and subject of training and seeking to articulate the formative process and supervision work developed by mentors on the field. Training sessions have been strategically planned from guiding questions which sought to respond through a range of activities and materials. During the implementation of the probationary period, the participants delivered a considerable set of documents, which were worked on during training.- Resumen Este texto define y enfoca teóricamente las principales finalidades y orientaciones metodológicas del programa de formación de los mentores que acompañaron a los profesores en el periodo probatorio. La referencia formativa de los mentores se construyó en torno de las distintas dimensiones del hecho de enseñar. La metodología formativa se organizó a partir del concepto de desarrollo profesional, considerando al mentor como objeto y sujeto de la formación y buscando articular el proceso formativo y el trabajo de supervisión desarrollado por los mentores, en el terreno. Las sesiones de formación se proyectaron estratégicamente a partir de planteos orientadores, a los cuales se les dio respuesta a través de un conjunto de actividades y materiales. Durante la implementación del periodo probatorio, los participantes produjeron un considerable conjunto de documentos que se elaboraron durante la formación.

Mental health research in Brazil: policies, infrastructure, financing and human resources

The objective of this descriptive study was to map mental health research in Brazil, providing an overview of infrastructure, financing and policies mental health research. As part of the Atlas-Research Project, a WHO initiative to map mental health research in selected low and middle-income countries, this study was carried out between 1998 and 2002. Data collection strategies included evaluation of governmental documents and sites and questionnaires sent to key professionals for providing information about the Brazilian mental health research infrastructure. In the year 2002, the total budget for Health Research was US$101 million, of which US$3.4 million (3.4) was available for Mental Health Research. The main funding sources for mental health research were found to be the São Paulo State Funding Agency (Fapesp, 53.2%) and the Ministry of Education (CAPES, 30.2%). The rate of doctors is 1.7 per 1,000 inhabitants, and the rate of psychiatrists is 2.7 per 100,000 inhabitants estimated 2000 census. In 2002, there were 53 postgraduate courses directed to mental health training in Brazil (43 in psychology, six in psychiatry, three in psychobiology and one in psychiatric nursing), with 1,775 students being trained in Brazil and 67 overseas. There were nine programs including psychiatry, neuropsychiatry, psychobiology and mental health, seven of them implemented in Southern states. During the five-year period, 186 students got a doctoral degree (37 per year) and 637 articles were published in Institute for Scientic Information (ISI)-indexed journals. The investment channeled towards postgraduate and human resource education programs, by means of grants and other forms of research support, has secured the country a modest but continuous insertion in the international knowledge production in the mental health area.

Abordagens transversais no ensino-aprendizagem da língua na educação pré-escolar e no 1.º ciclo do ensino básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 15 de Junho de 2015, Universidade dos Açores.

Risk perception about zoonoses in immigrants and Italian workers in Northwestern Italy

OBJETIVO: To assess factors associated with a low risk perception of zoonoses and to identify the gaps in knowledge about transmission and prevention of zoonoses in immigrant and Italian workers. MÉTODOS: A cross-sectional study with 175 workers in the agro-livestock and agro-food industry in Piemonte, Italy, was carried out. Data were collected with a semi-structured questionnaire based on knowledge, attitudes and practices (KAP) survey. We calculated proportions and used chi-square tests and odds ratios to assess associations. Eight individual interviews with key informants on immigration and public health in Piemonte were carried out. RESULTADOS: Participants were 82 (47%) Italians and 93 (53%) immigrants. Immigrants were from Romania, Morocco, Albania, India, China, Argentina, Peru, Macedonia, Ivory Coast, Ukraine and Colombia. The study revealed significant differences in risk perception at work (p = 0.001). We found associations between "not having correct knowledge about zoonoses" and the following variables: i. "being immigrant" OR = 4.1 (95%CI 1.7;9.8 p ≤ 0.01); ii. "working in the livestock industry" OR = 2.9 (95%CI 1.2;15.4 p = 0.01); and iii. "being an unqualified worker" OR = 4.4 (95%CI 2.9;15.4 p ≤ 0.01). Another strong association was found between being immigrant and having a low job qualification OR = 6.7 (IC95% 2.9 - 15.4 p ≤ 0.01). Asian immigrants were the group with the highest frequency of risky behaviours and the lowest level of knowledge about zoonoses. CONCLUSÕES: Our results indicate that there were differences in risk perception of zoonoses between the groups participating in our study. These results suggest that immigrant status can be considered a risk factor for having lower risk perception and lower level of knowledge of zoonoses at work. There is a relationship between this specific knowledge of zoonoses and lack of training and instruction among migrant populations. Our results stress the need for developing education programs on zoonoses prevention among the immigrant population in Piemonte, Italy.

Projeto de ensino de Inglês articulado/integrado no 1º Ciclo do Ensino Básico

Mestrado em Ensino Precoce do Inglês

Parasites in stool samples in the environment of Ilha da Marambaia, Rio de Janeiro, Brazil: an approach in public health

This research aimed to describe the frequency of parasites in stool samples in the environment of Ilha da Marambaia, Rio de Janeiro, Brazil. One hundred and five stool samples were collected and processed by the coproparasitological techniques ethyl acetate sedimentation and centrifuge-flotation using saturated sugar solution. Parasites were detected in 81.9% of the samples, hookworm being the most prevalent, followed by Trichuris vulpis. Ascaris sp. eggs were also found. A high level of evolutive forms of parasites with public health risk was found in stool samples of the environment studied. We propose that health education programs, allied to an improvement of human and animal health care, must be employed to reduce the environmental contamination.

Enteroparasites and commensals among children in four peripheral districts of Uberlândia, State of Minas Gerais

The aim of this study was to determine the occurrence of intestinal parasites and commensals among children in four peripheral districts located in the northern, southern, eastern and western sectors of Uberlândia, Minas Gerais, using the Baermann methods as modified by Moraes and Lutz. Out of 160 individuals studied, 93 (58.1% CI: 50.4-65.7) were infected, distributed among the sectors as follows: northern (72.5%), southern (47.5%), eastern (57.5%) and western (55%). The positive findings according to age groups were: 0-5 years (26.9%), 5-10 years (21.2%) and 10-15 years (10%). Male children presented 2.7 times higher risk of infection than females did (OR: 2.7; CI: 1052-7001). The parasites and commensals identified were: Giardia lamblia (27.5%), Entamoeba coli (20.6%), Ascaris lumbricoides (14.4%), Enterobius vermicularis (8.8%), Hymenolepis nana (7.5%), Hymenolepis diminuta (5%), hookworms (3.1%), Trichuris trichiura (2.5%), Endolimax nana (2.5%), Entamoeba hartmanni (2.5%), Strongyloides stercoralis (1.3%), Iodamoeba butschlii (1.3%) and Capillaria hepatica (0.6%). The infection rate in these children was high and showed the need to implement prophylactic education programs in the community.

Awareness of visceral leishmaniasis and its relationship to canine infection in riverside endemic areas in Northeastern Brazil

IntroductionAn awareness of visceral leishmaniasis (VL) is necessary to encourage the population to participate in prevention and control in collaboration with more efficient, centrally organized health programs. The aim of this study was to evaluate the awareness of the riverside population regarding VL and the association between awareness and the prevalence of canine visceral leishmaniasis (CVL).MethodsIn total, 71 people living in riverside areas in the City of Mossoró in State of Rio Grande do Norte participated of the study, and 71 dogs were tested for CVL by polymerase chain reaction (PCR). Association analysis of several variables related to knowledge of the riverside population regarding CVL positivity was performed, yielding odds ratios (OR) and 95% confidence intervals (CI), and significance was determined using chi-square (χ2) and Fisher's exact tests.ResultsAmong individuals whose dogs tested positive for CVL, 60% did not know the cure for CVL, and these subjects were three times more likely to have a dog test positive for CVL than those who were aware the cure for CVL. Knowledge of CVL cure was the only variable that remained in the logistic model after the successive removal of variables, with an adjusted OR of 3.11 (95%CI: 1.1-8,799; p=0.032).ConclusionsInsufficient awareness regarding VL in riverside areas with CVL-positive dogs was associated with increased rates of canine infection, which suggests that changes in habits and the adoption of attitudes and preventive practices may contribute to the control and prevention of this disease. This study reinforces the need to invest in better health education programs regarding VL.

Knowledge and practices related to dengue and its vector: a community-based study from Southeast Brazil

Abstract INTRODUCTION: This study investigated the knowledge of users of primary healthcare services living in Ribeirão Preto, Brazil, about dengue and its vector. METHODS: A cross-sectional survey of 605 people was conducted following a major dengue outbreak in 2013. RESULTS: Participants with higher levels of education were more likely to identify correctly the vector of the disease. CONCLUSIONS: The results emphasize the relevance of health education programs, the continuous promotion of educational campaigns in the media, the role of the television as a source of information, and the importance of motivating the population to control the vector.

Smile-kids: uma experiência de educação e formação de educadores de infância em creches

O presente estudo pretende descrever o programa de intervenção, baseado no desenvolvimento de conhe‑ cimentos e competências em educadores de infância relacionados com a alimentação, crescimento, desen‑ volvimento e adesão a novos alimentos na primeira infância. Os educadores de infância das creches (18 no total) participaram no programa de intervenção, que ocorreu entre dezembro de 2013 e fevereiro de 2014, acreditada pelo Ministério da Educação, Conselho Científico-Pedagógico da Formação Contínua. Globalmente, a oficina de formação constituiu-se como um espaço de reflexão, análise e exploração de temáticas relacionadas com os estilos de vida na primeira infância, num total de 25 horas de formação presencias e 25 horas de experimentação no contexto de trabalho das formandas. Procurámos centrar os momentos formativos numa pedagogia baseada na partilha, expo‑ sição de perspetivas singulares entre pares, colaboração e iniciativa conjunta. Explorámos as expetativas das formandas relativamente à oficina de formação e as suas representações sobre a alimentação em crianças. A experiência terminou, mas com um sentido expectável de continuidade, pois deixou marcas em todos os que participaram. As implicações para a prática foram testemunhadas por todas as formandas.

Perceção das crianças do segundo ciclo do ensino básico em relação aos cetáceos

Dissertação de mestrado em Ecologia