Clima e cultura de segurança do paciente em uma maternidade escola: percepção dos profissionais de enfermagem em terapia intensiva

Since the publication of the report "To Err is Human" by the Institute of Medicine (IOM) , which estimated that between 44.000 to 98.000 Americans die annually as a result of errors in health care, patient safety spent gaining prominence, emerging studies assess the safety culture by measuring the safety climate. In this context, the aim of this study was to identify safety culture perceived by nursing professionals working in the intensive care unit of a maternity school in Natal/RN through the Security Attitudes Questionnaire (SAQ). This was a descriptive study, cross-sectional and quantitative approach undertaken in the Intensive Care Unit Maternal and Neonatal a maternity school in Natal/RN. The project was submitted to and approved by Brazil Platform Zip/UFRN under number 309 540 and CAAE 16489713.7.0000.5537. It was used to collect data two instruments: a questionnaire in order to collect socio-demographic data of the subjects and the Questionário Atitudes de Segurança , a cultural adaptation to Portuguese of the instrument of the World Health Organization titled Safety Attitudes Questionnaire - (SAQ ) Short Form 2006. The collected data were analyzed quantitatively by the organization in electronic databases in Microsoft Excel 2010 spreadsheet and exported to statistical software for free access to be coded, tabulated and analyzed using descriptive statistics. The study included a total of 50 nurses, 31 and 19 of the NICU Maternal ICU, predominantly female, mean age 35 years, median time of 10 years training and working in maternity, mostly, less than 05 anos. As a result, two articles were produced. The first refers to the first two domains of the instrument entitled "climate of teamwork" and "climate security" . The scores of the two areas were slightly higher in Maternal ICU compared to the NICU, but no sector has reached the ideal minimum score of 75: in the first domain Maternal ICU had an average of 74.77, with medians of 75 and 100, while Neonatal ICU reached an average of 69.61 with median also 75 and 100, while the second field means were 69.35 and 66.01 for Maternal and Neonatal ICUs respectively, with a median of 100 in the two sectors. The second article relates to the field "Perception Management Unit and Hospital", which 9 assessed the perception of management units and motherhood by professionals. In general, the items of the domain in question also obtained scores below the ideal minimum: 63.68 to 51.02 and maternal ICU for neonatal, featuring a clear separation between the management and the professionals who work in direct care. These findings indicate a warning sign for the institution and point to the need to implement actions aimed at patient safety

Reconhecimento de voz através de unidades menores do que a palavra, utilizando Wavelet Packet e SVM, em uma nova estrutura hierárquica de decisão

The automatic speech recognition by machine has been the target of researchers in the past five decades. In this period have been numerous advances, such as in the field of recognition of isolated words (commands), which has very high rates of recognition, currently. However, we are still far from developing a system that could have a performance similar to the human being (automatic continuous speech recognition). One of the great challenges of searches for continuous speech recognition is the large amount of pattern. The modern languages such as English, French, Spanish and Portuguese have approximately 500,000 words or patterns to be identified. The purpose of this study is to use smaller units than the word such as phonemes, syllables and difones units as the basis for the speech recognition, aiming to recognize any words without necessarily using them. The main goal is to reduce the restriction imposed by the excessive amount of patterns. In order to validate this proposal, the system was tested in the isolated word recognition in dependent-case. The phonemes characteristics of the Brazil s Portuguese language were used to developed the hierarchy decision system. These decisions are made through the use of neural networks SVM (Support Vector Machines). The main speech features used were obtained from the Wavelet Packet Transform. The descriptors MFCC (Mel-Frequency Cepstral Coefficient) are also used in this work. It was concluded that the method proposed in this work, showed good results in the steps of recognition of vowels, consonants (syllables) and words when compared with other existing methods in literature

A tripla perspectiva: a vinda, a permanência e a volta de estudantes angolanos no Brasil

Este artigo é uma reflexão sobre o papel que as universidades paulistas e paranaenses desempenham no processo de formação acadêmica dos estudantes dos Países Africanos de Língua Oficial Portuguesa (Palop), em particular os angolanos. Essa formação na instituição de ensino superior propicia novos diálogos e novas sínteses identitárias possibilitadas por outras práticas culturais apreendidas no contato com alunos, docentes, funcionários, instituições acadêmicas e de pesquisa que ignoram a realidade vivenciada por eles em Angola. Constituiremos, assim, o cenário histórico-cultural; o percurso acadêmico e identitário do estudante angolano; o contexto estudantil angolano; a história recente desse país; o lugar do intelectual e do professor universitário; o papel e o uso da língua portuguesa no Brasil e em Angola no ambiente estudantil, familiar e na rua. Buscamos entender o imaginário do jovem estudante intercambista angolano que convive com os conflitos do estigma do migrante temporário e do estereótipo do refugiado de guerra.

Aí marcador de especificidade de SN indefinidos: um estudo funcionalista com implicações para o ensino

This body of work aims to describe and analyze the behavior of the Aí specificity marker of indefinite Noun Phrases (NP), one of the many functions this linguistic item is developing in contemporary Brazilian Portuguese. From the Functional Linguistic theory perspective, the North American declivity, this project intends to outline the possible grammaticalization trajectory taken by the Aí specificity marker. It will be followed from its function as a spatial deitic up to its integration of indefinite NP, and the action of the fundamental principles of the theory, such as iconicity and informativity, will be observed on the use of this item. Following this, Aí specificity marker behavior will be described in respect to various linguistic and social factors: type of text where the occurrence is encountered, language modality in which the latter is produced, syntactic function developed by the NP specified by Aí , the existence or lack of material intervening between Aí and the NP nuclear noun, informational status of the NP adjugated to Aí , and finally, sex, education and age of the speaker. The occurrence of conversational implicatures will also be verified (GRICE, 1982) within the contexts of Aí specificity marker use. Reflections on the teaching of grammar will be made, as well as on the possibility and validity of working with noun phrase specificity markers in elementary and high school Portuguese language classes. The data used in this research project stem from Corpus Discurso & Gramática A língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998), and from Corpus Discurso & Gramática A língua falada e escrita na cidade do Rio de Janeiro (VOTRE; OLIVEIRA, 1995)

O gênero crônica na sala de aula do ensino médio

In this work we present the results of a research that aims to study the chronicle gender produced in a class of native language. The texts were written by students of a high-school class, under the orientation of the teacher who conducted a didactic sequence in order to explore this gender. In our analysis we observed aspect such as the structure of the general structure of the texts, types of speech and linguistic sequences, some mechanisms of textualization and the characteristics of the gender. In order to attain that, we adopted the theoretical presuppositions of Textual Linguistics and of the Socio-discursive Interactionism, grounding the study of texts and gender in Bronckart (2003; 2006) and Koch (2002; 2004). As a background of the Chronicle Gender we used the studies of Coutinho (1987); Moisés (2003); Sá (2005); Bender; Laurito (1993); Melo (1994); Cândido et al. (1992) among others. The corpus, made up of 15 texts, showed that the narrative is the most used linguistic sequence in the producing of the texts, the discursive world prevailing in the narrative and some instances of the world of exposing. As for the gender characteristics, the daily life was used in order to amuse the reader and make him to reflect upon the daily life. Humor, irony, social criticism and colloquial language were also observed in the texts produced by the students. Although some texts presented the characteristics of the gender, explored in the classroom, some were typically school narratives. That make us believe that a work with textual production under the approach of a text gender is viable, but it is not consolidated yet in many schools as the main object of the central teaching of the Portuguese language. This make us defend a better systematization of the teaching contents having as the main point the reading practice and text production in order to contribute for the growing of the students´ discursive potentialities and, therefore, their effective participation in the language social practices

Marcas da escritura oralizada em Sagarana

This work presents a surveyabout the short stories of Sagarana. first book by Guimarães Rosa, publishedin 1946, and that marked the Brazilian litterature definitely, since we are in front of a new construction of the language, linked to the establishment of a new Portuguese, trough the association between the cult speech and the speech from the sertão, always with a pretence sensitivity that rouses when joins archaisms, neologisms, regional expressions and literary language. Among the nine short stories that made up the work, we will select the following ones, to be analysed: "O Burrinho Pedrês", Traços Biográficos de Lalino Salãthiel ou A volta do marido pródigo , "São Marcos" and A hora e vez de Augusto Matraga". Among the hypothesis that organize and surround this work, we will approach the narrative aesthetics, the creative process and the orallity, i.e., how Rosa trans1ate the oral world, rescuing the archaizing speech in the written narrative construction.We will choose for the establishment of developed questions in this ressearch the theories of Paul Zumthor, Câmara Cascudo, Sílvio Romero, Antonio Candido and Alfredo Bosi, among others. Therefore, we will see, through the narrative reading, how the popular parlances are used, which they are linked. The citations that show the popular tradition presence will be pointed out, through anecdotes, folk songs, legends, myths, folktales and proverbs. Therefore, we, readers, will see the popular tradition presence, that will show itself, and the Rosa's thinking will be known through language art, what is the result of the writer's deliberate choice. We will see the popular experience turned to art

Conectores adversativos na fala do natalense: uma análise funcionalista com implicações para o ensino

This work analyzes the behavior of the adversative connectors in the speech of the user of Natal, with views to suggest implications for the grammar teaching in the high school Portuguese languages classes. It is an investigation that sits on the functionalist paradigm, specifically in the protected ideas for Givón. For so much, data of situations of speech from the corpus Discurso e gramática lingual falada e escrita da cidade do Natal (FURTADO DA CUNHA, 1998). The sample embraces a total of forty interviews, of which the occurrences are cut out whose registrations mark the existence of adversatives constructions in narratives of personal experience and in the opinion reports, modality of oral language, of the mentioned database. The work revisits authors of the grammar, Cunha (1986); Bechara (2006); Perini (2006), among others; authors that contemplate referring approaches to the use of opposition connectors as: Barreto (1999); Tavares (2003); Longhin (2003); Silva (2005); Rocha (2006); Neves (2000, 2006). The results of the panoramic analysis reveal as adversity connectors in use for the habitant of Natal, for recurrence order, the mas, e, aí, agora, só que, no entanto and já. Analyzed the results, the same ones are compared with the treatment presented by the traditional grammar, with application of functional iconicity principle, markdness principle and the prototype of the category is chosen. In the differentiated analysis of the item " agora ", structural profile of the constructions is analyzed that involve the item, semantic profile, times, manners and aspects of the verbs that they wrap up in the constructions in reference, trajectory of grammaticalization and comparison with the prototype of the category. Finally, they are suggested implications of whole the study for the teaching of Portuguese language, in the high school classes

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Mecanismos de coesão referencial na produção escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Linguagem e argumentação na produção escrita de vestibulandos

In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Platão e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production

Formação docente e gêneros discursivos:o dizer, o saber e o fazer

This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Parâmetros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

Crenças de professores do município de Caicó RN sobre o ensino de gramática nos anos iniciais do nível fundamental

Este trabalho tem como objetivo analisar as crenças de professores das séries iniciais do nível fundamental da cidade de Caicó-RN sobre o ensino de gramática. A partir da aplicação de um questionário, analisam-se as crenças manifestadas no discurso de 20 docentes da rede municipal de ensino do referido município. As questões formuladas visaram investigar as crenças dos informantes sobre o que é ensinar gramática e que dificuldades encontram para realizar o ensino dos conteúdos gramaticais, considerando aspectos teóricos e práticos, entre eles: a construção da concepção sobre ensino de gramática, a participação em projetos de formação continuada na especificidade de ensino de língua, a influência dessa formação sobre o seu fazer pedagógico, e a realização do planejamento de ensino de conteúdos gramaticais. Para fundamentar a reflexão, buscou-se apoio em autores como Abrahão; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais são abordados os conceitos de língua, linguagem e gramática, relacionando-os ao desenvolvimento da competência linguística/comunicativa no ensino de língua portuguesa. Os dados analisados revelam que a influência das crenças sobre o ensino de gramática no fazer pedagógico do professor se relaciona com sua formação acadêmica, desde a escolha do referencial teórico adotado pelos professores das disciplinas relacionadas ao tema até a metodologia utilizada para trabalhar os conteúdos, considerando as experiências pessoais concretizadas ao longo de sua vida. Além disso, percebeu-se que existe uma forte convergência entre crenças, conhecimentos e experiências práticas. O trabalho conclui-se com uma reflexão sobre as implicações que uma postura reflexiva pode ter no atual panorama de ensino de língua, em geral, e de gramática, em particular.

ÁFRICA(S), MOÇAMBICANIDADE, MIA COUTO: uma varanda para o Índico

Always seen by others eyes, unknown of the languages and other "realities" that constitute, the Africa, specially Mozambique, now (re)invent itself, palimpsestly, in narratives of your griots, narrators and/or storytellers. Our thesis intend, by the review of novel Under the frangipani, to demonstrate that the mozambican writer Mia Couto intends to participate the (re)construction of a devasted nation by war and conflicts, based on belief that the role writer "is to create requisites of a more african thought, to the assessment of your place and your time won't be done from categories created by others" (COUTO, 2005). At first, we show how the mozambican literary system consists itself; then, the insertion of coutian narrative against the prevalence tradition and, also, by the analysis of the constituent elements of the chosen novel, the way how made piece of resistance to reification, objectification of the individuald in the contemporary world , your writing will be present in this sharing of the sensitive. Besides Mia Couto, in our work we'll counting on the lessons of Candido, Noa, Hernandez, Adorno, Paz, Fonseca, Secco, among others studious of african narrative and, specially, Mozambique narrative

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Conectores sequenciadores em artigos de opinião escritos por vestibulandos: uma questão de marcação linguístia com implicações para o ensino

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