Cartilha de alfabetização e cultura escolar: um pacto secular

No Brasil, a partir da última década do século XIX, com a organização republicana da instrução pública, observa-se o início de um movimento de escolarização das práticas de leitura e escrita e de identificação entre o processo de ensino inicial dessas práticas e a questão dos métodos. A partir de então, a cartilha vai-se consolidando como um imprescindível instrumento de concretização dos métodos propostos e, em decorrência, de configuração de determinado conteúdo de ensino, assim como de certas silenciosas, mas operantes, concepções de alfabetização, leitura, escrita e texto, cuja finalidade e utilidade se encerram nos limites da própria escola e cuja permanência se pode observar até os dias atuais. O objetivo deste artigo é, mediante análise dessas questões, problematizar a relação entre cartilha de alfabetização e cultura escolar e seus desdobramentos na história da educação e da alfabetização em nosso país.

Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita

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

Desempenho em leitura e escrita de escolares com transtorno fonológico

O transtorno fonológico ocorre quando há dificuldade quanto à aquisição e uso dos sons da fala. O objetivo deste estudo foi caracterizar o desempenho em leitura e escrita de escolares com transtorno fonológico. Participaram do estudo 28 escolares na faixa etária de 7 a 9 anos de idade com trocas na fala. A amostra foi composta de 70% do sexo masculino e 30% do feminino. Os resultados revelaram que entre 57% e 85% dos escolares da 1 a à 3 a séries apresentaram transtorno fonológico presente na oralidade e na escrita, enquanto que 100% dos escolares da 4 a série apresentaram transtorno fonológico evidenciado apenas na leitura e na escrita. Os achados deste estudo demonstraram que a linguagem oral está intrinsecamente relacionada com o desenvolvimento da leitura e da escrita e que alterações no processamento fonológico da criança podem desencadear alterações no desenvolvimento da leitura e escrita.

Proxy-reported health-related quality of life of patients with juvenile idiopathic arthritis: Pediatric rheumatology international trials organization multinational quality of life cohort study

Objective. To investigate the proxy-reported health-related quality of life (HRQOL) and its determinants in patients with juvenile idiopathic arthritis (JIA).Methods. In this multinational, multicenter, cross-sectional study, HRQOL of patients with JIA was assessed through the Child Health Questionnaire (CHQ) and was compared with that of healthy children of similar age from the same geographic area. of joint inflammation, Childhood Health Assessment Questionnaire (CHAQ), and erythrocyte sedimentation rate.Results. A total of 6,639 participants (3,324 with JIA and 3,315 healthy) were enrolled from 32 countries. The mean SD physical and psychosocial summary scores of the CHQ were significantly lower in patients with JIA than in healthy children (physical: 44.5 +/- 10.6 versus 54.6 +/- 4.0, P < 0.0001; psychosocial: 47.6 +/- 8.7 versus 51.9 +/- 7.59 P < 0.0001), with the physical well-being domain being most impaired. Patients with persistent oligoarthritis had better HRQOL compared with other subtypes, whereas HRQOL was similar across patients with systemic arthritis, polyarthritis, and extended oligoarthritis. A CHAQ score > 1 and a pain intensity rating > 3.4 cm on a 10-cm visual analog scale were the strongest determinants of poorer HRQOL in the physical and psychosocial domains, respectively.Conclusion. We found that patients with JIA have a significant impairment of their HRQOL compared with healthy peers, particularly in the physical domain. Physical well-being was mostly affected by the level of functional impairment, whereas the intensity of pain had the greatest influence on psychosocial health.

Use of homeopathic preparations in experimental studies with healthy plants

Background. The last comprehensive review of experimental research on effects of homeopathic treatments on plants was published in 1984, and lacked formal predefined criteria to assess study quality. Since then several new studies with more advanced methods have been published.Objectives: To compile a review of the literature on basic research in homeopathy with healthy plants with particular reference to studies investigating specific effects of homeopathic remedies.Methods: The literature search included English, French, German, Italian, Portuguese and Spanish publications from 1920 to April 2009, using predefined selection criteria. We included experiments with healthy whole plants, seeds, plant parts and cells. The outcomes had to be measured by established procedures and statistically evaluated. We developed a Manuscript Information Score (MIS) and included only publications which provided enough information for proper interpretation (MIS >= 5). A formallised Study Methods Evaluation Procedure (SMEP) was used to evaluate these studies, and the subgroup of studies with adequate controls to identify specific effects.Results: A total of 86 studies in 79 publications was identified, 43 studies included statistics, 29 had MIS >= 5, and 15 studies investigated the specificity of homeopathic preparations. Specific effects of decimal, centesimal and fifty millesimal potencies were found including dilution levels far beyond the Avogadro number. In consecutive series of potencies only some of the tested potencies showed effects. There were many individual studies with diverse methods and very few reproduction trials.Conclusions: Healthy plant models seem an useful approach to investigate basic research questions about the specificity of homeopathic preparations. More investigations with more advanced methods are recommended, especially in the sectors of potentisation techniques, effective potency levels and conditions for reproducibility. Systematic negative control experiments should become a routine procedure to control the stability of the experimental systems. Homeopathy (2009) 98, 228-243.

Desempenho de escolares com distúrbio específico de leitura em programa de remediação.

BACKGROUND: Specific reading disability is caused by disruptions in the language abilities. AIM: To characterize the neurological, cognitive and phonological performances of scholars with specific reading disabilities pre and post a remediation program. METHOD: Group I consisted of ten scholars with specific reading disability who did not undergo the remediation program. Group II consisted of ten scholars with specific reading disabilities who took part in the proposed program. Neurological, psychological and phonological evaluations were made, as well as a test of scholastic performance and of reading and writing before and after the program. RESULTS: The scholars who underwent the remediation program demonstrated improvements in their neurological and cognitive performances and also in the processing of phonological information. CONCLUSION: Favoring of the emergence of phonological and syntactic awareness after the remediation program.

Desempenho em consciência fonológica, memória operacional, leitura e escrita na dislexia familial

Background: familial dyslexia. Aim: to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. Method: in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, That is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. Results: the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. Conclusion: deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.

Phonological remediation program in students with developmental dyslexia

Background: program for phonological remediation in developmental dyslexia. Aim: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. Method: participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups - Gle with 6 students with developmental dyslexia who were submitted to the program; and Glc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups - GIIe with 6 good readers who were submitted to the program, and GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training and post-testing. Results: results indicate that GI presented a lower performance in phonological skills, reading and writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.

Intervenções em linguagem escrita: Uma revisão da literatura com vistas à redução dos transtornos funcionais de aprendizagem

The importance reading and writing and being able to use these skills in a variety of situations is an absolute reality. In our society in which reading and writing are widely used, Brazil still faces severe problems with literacy, as revealed in literacy statistics and in the large number of students with learning disabilities. Thus, our text aims to present a survey of the research that focuses on intervention programs highlighting the needs of this group, with special attention on the use of narrative or storytelling. Specific criteria were established, the main one being the period of the publications (2000 to 2010). The results of the analysis of 15 texts showed that intervention is the most neglected area. International literature presents concerns related to scientific rigor or greater control of variables related to ongoing programs, as well as measures for generalizing the effective use of these programs, within verbal communities, with special focus on schools. Our revision enabled us to conclude that, even though production on written language is large, international literature is much more expressive with reference to intervention programs. Furthermore, in both national and international literature, production concerning the understanding of written language processes of acquisition and development prevails.

Planilha eletrônica para auxilio à tomada de decisão em manejo de irrigação

The irrigation scheduling is basically the adoption of pre-established criteria to define the time and the amount of water to be applied through irrigation systems. Hence, the objective of this work was to develop and test a spreadsheet of easy comprehension, handling and interpretation by growers, which uses as inputs the physical-hydric soil attributes and tensiometer readings to the determination of irrigation depth and time. The spreadsheet enables the grower to make reading and to know in a fast way how much water to apply into the soil. The test of the spreadsheet was performed in an irrigated orchard of grapevines in Petrolina, State of Pernambuco, Brazil. Soil water retention curves and tensiometer readings from the effective rooting depth were used as a basis for obtaining the soil water matric potential, soil water content, water availability, soil water content to be replaced, net and gross irrigation depth and irrigation time. The analysis of the use of the irrigation scheduling spreadsheet resulted in a shorter time for irrigation in relation to the irrigation scheduling based only on the crop evapotranspiration. The spreadsheet can be helpful to growers adjust irrigation depth when irrigation scheduling is based only on crop evapotranspiration.

Um balanço critico da década da alfabetizaçâo no brasil

In relation to United Nations Literacy Decade (2003- 2012), are being developed in Brazil many public policies on education and literacy. The results of these public policies indicate both noisy conquest of some advances as the worsening of many historical problems. Among these, we highlight the result of silencing of discussion around the concept of restricted and rudimentary literacy, on which, in line with neoliberal political model, are based educational policies and corresponding systems assessment of skills and competencies of reading and writing, which it is hoped that students learn and which are defi ning the role of the teacher as a mere provider of strategies for such learning. Based on this hypothesis, we present, in a tone of critical balance, refl ections on the Decade of Literacy in order to contribute to the discussion of problems and perspectives for teaching reading and writing in Brazil.

Relação entre o desempenho e período de recuperação após enfermidades ósseas do membro torácico distal de cavalos puro sangue inglês

It is well established in the literature that musculoskeletal injuries are important compromising agents in the performance of Thoroughbred horses. In Brazil, there are no studies on the interrelation between lay-up period post-injury and retirement of racehorses due to musculoskeletal injures. The aim of this study is to determine the relationship between rehabilitation times of track injures and variables of prior race performance and later return to competitions. The radiographic reports and athletic history of 416 thoroughbreds during the period between 2003 and 2006 were examined; they were selected based on continued presentations after injury diagnosis. The temporal variables (post-injury rehabilitation time) and performance variables (race score before and after injury) were evaluated by multivariate correspondence analysis of the data and represented in perceptual maps. Correspondence was observed between most of the animals that had a short lay-up post-injury and variables that denote decline in subsequent performance. Considering the integrity of the bone healing process as crucial for the horse to be able to handle later training routines and competitions, shortening this period could lead to an imbalance of the bone repair metabolism, thus resulting in performance decline and compromise of the horse athletic career.

Identificação precoce do risco para transtornos da atenção e da leitura em sala de aula

In this his study the accuracy was investigated of collective pedagogical activities, based on phonological judgments by matching figures and figures to spoken words, to identify students at risk for reading and/or attention disorders. Forty-five second graders (mean age of 7 years, 29 males) were divided into two groups, a control group, without reading difficulties (n=32), and an at-risk group, with reading difficulties (n=13). The low-achievement on these collective activities, defined by scores more than 1.65 SD below the mean of the control group, presented good sensitivity (true positives) and specificity (true negatives) in the early identification of at risk students.

Different tools for estimating cardiovascular risk in Brazilian postmenopausal women

Objective: To compare estimation of cardiovascular risk using the Framinghan Risk Score (FRS) and the presence of the metabolic syndrome (MetS) in postmenopausal women to prevent primary cardiovascular disease (CVD). Methods: This cross-sectional study included 497 Brazilian women (aged 45 years and amenorrhea >12months). Cardiovascular risk was calculated using the FRS that includes age, total cholesterol, HDL, systolic blood pressure and smoking status. Women showing three or more of the following criteria were diagnosed with MetS: waist circumference (WC) >88cm, blood pressure 130/85mmHg, triglycerides 150mg/dl, HDL<50mg/dl and glucose 100mg/dl. For statistical analysis, the Chi-square, Fisher's exact, and logistic regression (odds ratio-OR) were used. Results: The mean age was 55.3±7.0 years and time since menopause 7.2±5.9 years. Based on FRS, 72.4% of women were classified as low-risk, 16.5% moderate risk and 11.1% a high-risk. MetS was identified in 40% of the women, and 46.2% were considered of moderate risk for CVD, while 84.9% of those without MetS were classified as low-risk (p<0.001). The risk for CVD increased significantly with age at menopause (OR1.10; 95% CI, 1.04-1.17), time since menopause (OR1.13; 95% CI, 1.08-1.18), elevated triglycerides (OR1.03; 95% CI, 1.0-1.10) and presence of MetS (OR1.72; 95% CI 1.48-1.84). Conclusions: By using only FRS to estimate cardiovascular risk, a substantial number of postmenopausal women showing evidence of MetS were not identified, even though women with MetS are at higher risk of CVD. © 2013 Informa UK Ltd.

Leitura do fotojornalismo na escola: uma experiência com alunos da escola básica

Pós-graduação em Educação - FFC