Estrat��gias de coping na gest��o de stresse em ensino cl��nico: Contributos para a supervis��o de estudantes de enfermagem

O ensino cl��nico em enfermagem, pela sua natureza e complexidade de experi��ncias, desencadeia novos sentimentos no estudante que potenciam a viv��ncia de stresse. No entanto, o stresse poder�� ter consequ��ncias negativas e benef��cios para o estudante, na medida em que desenvolve capacidades pessoais e profissionais para aprender a lidar com essas situa����es. O presente estudo pretende identificar os fatores geradores de stresse dos estudantes de enfermagem em ensino cl��nico e identificar as principais estrat��gias de coping adotadas na gest��o do stresse. Pretende-se, tamb��m, identificar as ��reas de supervis��o cl��nica a desenvolver com o intuito de evoluir para uma proposta de um modelo de supervis��o promotora de uma adapta����o positiva, por parte dos estudantes, em situa����es de stresse. O estudo foi realizado com 245 estudantes da Escola Superior de Enfermagem do Porto que frequentavam o 3�� e 4�� anos do Curso de Licenciatura em Enfermagem no ano letivo de 2014/2015, sendo que utilizamos um question��rio com quatro partes. A primeira parte direcionada para os dados sociodemogr��ficos dos estudantes e a segunda referente ��s caracter��sticas do ensino cl��nico considerado como o mais stressante. Na terceira parte utilizamos a Escala de Situa����es Indutoras de Stresse em Ensino Cl��nico em Enfermagem e na ��ltima parte o Question��rio de Estrat��gias de Coping. Verificou-se que os estudantes identificam os aspetos pessoais, a gest��o de tempo e trabalho e a orienta����o em ensino cl��nico como principais situa����es indutoras de stresse. Os participantes referem assumir a responsabilidade, procurar suporte social e resolver os problemas de forma planeada como estrat��gias de gest��o do stresse. A supervis��o de estudantes apresenta in��meros benef��cios e demonstra-se fulcral no acompanhamento dos estudantes em ensino cl��nico de enfermagem para desenvolver as capacidades pessoais e profissionais de uma forma mais equilibrada e mais eficaz.

A educa����o alimentar no ensino de ci��ncias : o caso das dietas alimentares

Disserta����o (mestrado)���Universidade de Bras��lia, Instituto de Ci��ncias Biol��gicas, Instituto de F��sica, Instituto de Qu��mica, Faculdade UnB Planaltina, Programa de P��s-Gradua����o em Ensino de Ci��ncias, Mestrado Profissional em Ensino de Ci��ncias, 2016.

ENSINO DE GEOGRAFIA A DIST��NCIA: PROCESSOS E PR��TICAS

O presente trabalho resulta de uma pesquisa desenvolvida com alunos do Curso de Pedagogia da Universidade Federal de Juiz de Fora, na disciplina Geografia, parte do processo de Educa����o a Dist��ncia da Universidade Aberta do Brasil, programa do Minist��rio da Educa����o no Brasil. Na busca da compreens��o dos saberes dos professores e de futuros professores, a pesquisa que foi norteada por tr��s objetivos: entender qual era a concep����o de Geografia constitu��da pelos alunos ao longo do per��odo escolar; avaliar se os alunos mudaram o entendimento do que �� Geografia ap��s cursarem a disciplina e o terceiro diz respeito ��s mudan��as na pr��tica dos alunos/professores das s��ries iniciais do ensino fundamental. A pesquisa pautou-se em uma abordagem qualitativa. Os dados foram obtidos e analisados a partir da participa����o semanal dos alunos em f��runs de discuss��es sobre a imagem da Geografia escolar e a pr��tica profissional; culminou com um encontro presencial, quando foi realizada uma oficina de cunho metodol��gico. Foram investigados cerca de 300 estudantes de nove munic��pios de Minas Gerais. O estudo foi realizado em dois momentos: abordagem dos conceitos estruturantes do pensamento geogr��fico e como trat��-los dentro da pr��tica escolar, conduzindo a mudan��as significativas para o ensino da Geografia.

Proposta de interven����o para reduzir o ��ndice de enteroparasitoses nos escolares da rede municipal de ensino de Conconhas do Norte - MG

O munic��pio de Congonhas do Norte localiza-se na Mesorregi��o Metropolitana de Belo Horizonte e na Microrregi��o Concei����o do Mato Dentro. Sua popula����o estimada �� de 4.947 habitantes e ��rea territorial de 398,851Km2. O munic��pio iniciou o tratamento de ��gua em 2011 e espera-se que seja alcan��ado at�� 2015 para toda a popula����o. Em 2012 fora feito o diagn��stico situacional na ��rea de abrang��ncia da Unidade B��sica de Sa��de de Congonhas do Norte, e levantou-se os principais problemas de sa��de que afetam os usu��rios, dentre eles destacam-se a hipertens��o, diabetes, gravidez na adolesc��ncia e enteroparasitoses. Visto que, nenhuma proposta foi feita para intervir no problema das verminoses em Congonhas do Norte e a alta demanda de custo que estas enteroparasitoses custam ao munic��pio, este trabalho tem como objetivo investigar o estado de sa��de dos escolares e proporcionar a����es de preven����o das verminoses. O p��blico alvo s��o alunos da educa����o infantil at�� o quinto ano do ensino fundamental, correspondendo �� faixa et��ria de 4 a 13 anos de idade, totalizando 329 alunos distribu��dos nas escolas municipais. A execu����o do projeto fez parte do desenvolvimento das a����es municipais da ��rea de sa��de e est��o de acordo com propostas da Pol��tica Nacional de Aten����o B��sica. Foram coletados dados cadastrais dos alunos, medidas antropom��tricas, al��m da an��lise parasitol��gica das fezes dos alunos. Na ocasi��o, os casos positivos foram encaminhados para acompanhamento com a equipe de refer��ncia e elaborou-se um plano de a����o para intervir nos problemas identificados. O plano dever�� ser executado por uma equipe multidisciplinar envolvendo todos os profissionais de sa��de de Congonhas do Norte. �� importante uma nova postura; comunica����o dos profissionais da Unidade B��sica de Sa��de com os usu��rios, visando maior acolhimento dos temas abordados na escola, criando v��nculo e entrosamento das equipes com os gestores da sa��de e educa����o. Sensibilizando tamb��m professores das escolas municipais objetivando novas atitudes, capazes de atingir o publico alvo. Espera-se que este plano de interven����o proporcione aos estudantes maior conhecimento das enteroparasitoses e que os mesmos levem essas informa����es para seus familiares, acarretando a uma redu����o dos casos de verminoses. O que conseq��entemente, proporcionara uma melhor qualidade de vida para toda a popula����o de Congonhas do Norte.

Estilos motivacionais de professores: propriedades psicom��tricas de um instrumento de avalia����o

The purpose of this study was to conduct an exploratory factorial analysis of Problems in School, a teachers' motivational styles evaluation instrument, constructed by Deci et al. The original instrument is in a Likert-scale format with the underlying assumption of the existence of a continuum of four different styles contributing to promote students' autonomy. Translated into portuguese, the instrument was applied to 582 elementary and junior high school teachers from several regions of Brazil. Factorial analyses revealed a solution with four orthogonal distinct factors, the authors' initial supposition (existence of a continuum) was not confirmed. In fact, only two opposite styles (both high promotion of autonomy and of control) corresponded to the Deci et al. original ideas. Problems regarding the validity of the other remaining styles emerged. Data was discussed and a revised version of the scale was developed. Directions for further research were also suggested.

A motiva����o de alunos no contexto da progress��o continuada

This study investigated the intrinsic and extrinsic motivacional orientations of students in the context of the educational continuous progression. The sample was composed of 160 subjects of second, fourth, sixth and eighth grades of the elementary school. Data was collected by means of the presentation of histories involving the intrinsic, extrinsic motivation and the educational continuous progression system. Subjects were interviewed individually. Their answers were transcribed verbatim and submitted to content analysis. Results indicated that a expressive percentage of students did not know the educational system of continuous progression. Students revealed a predominantly intrinsic motivation orientation with advances in age and in school grade level, even though knowing that they will not repeat any school grade. This study pointed out the importance of deepening our knowledge concerning the impact of the educational continuous progression in students' motivation to learn.

Estrat��gias de aprendizagem e desempenho acad��mico: evid��ncias de validade

The purpose of the present study was to verify the factorial validity of a learning strategy scale as well as to explore the concurrent validity of the instrument in regard to students�� academic achievement. The sample was composed of 815 basic education children from both public and private schools of S��o Paulo and Minas Gerais. The Learning Strategy Scale was collectively applied. Exploratory factorial analyses were conducted to achieve the purposes of the study. The alphas of Cronbach of the instrument and of its three subscales showed good reliability. Variance analyses showed significant differences between school achievement and punctuation in the scale. The data were discussed in terms of their possible implications for the psycho-educational evaluation area.

Aprendizagem autorregulada da leitura: resultados positivos de uma interven����o psicopedag��gica

The purpose of this study was to evaluate the effects of a pedagogical intervention to improve the reading comprehension of fourth grade students of a public primary school. Two classes of 28 students were randomly assigned to an experimental or control group. The students were assessed during three different moments by means of an informative questionnaire, a Learning Strategies Scale and two cloze tests for reading comprehension. The intervention consisted of seven sessions which included learning strategies instruction, reading strategies instruction, meta-cognition activation, motivational support and study guidance. Results showed improvement in meta-cognition and in reading comprehension in both groups. However, gains were higher and more consistent in the experimental group.

Aceita����o-rejei����o para estudar e agressividade na escola

The relationship between aggressiveness and peer acceptance-rejection were analyzed in 1281 elementary school children. Sociometric measure was based on three positive and three negative classmates choices. The aggressiveness scales gathered information about familiar, scholar and general situations. There were no statistically insignificant differences among the schools related to the sociometric and aggressiveness in familiar situation measures. The scales of the scholar and general aggressiveness formed two sub-groups, in which two schools showed less aggressiveness and the two other more aggressiveness. Scholar aggressiveness showed significant correlations with the sociometric status in all schools and the general aggressiveness in one of them, suggesting that the most social acceptance, the lesser the student's aggressiveness. As the correlations were low, extreme groups in acceptance-rejection conditions had been studied and the scales of scholar and general aggressiveness had differentiated these groups in only one school.

A l��ngua inglesa no ensino fundamentl I p��blico: di��logos com Bakhtin por uma forma����o pluril��ngue

This article aims at discussing the contributions of the Bakhtinian Circle theories to foreign language teaching and learning (HALL et al., 2005), as far as the first years of formal education in Brazil are concerned. Up to the present moment, foreign languages, including English, are not officially part of the National Curriculum of the first five schooling years. Due to the importance of English in a globalized world and despite all the controversial socio-educational impacts of such an influence, there has been an increase in the interest in this discipline at the beginning years of Brazilian public education (ROCHA, 2006), which has been happening at an irregular pace and without official parameters. Therefore, the relevance of this work lies on the possible guidelines it may offer to support a more effective, situated and meaningful teaching-learning process in that context. Standing for a pluralistic approach to language education, we take the bakhtinian speech genres as organizers of the educational process. We strongly believe that through a dialogic, pluralistic and trans/intercultural teaching (MAHER, 2007), whose main objective is the development of multi (COPE e KALANTZIS, 2000) and critical (COMBER, 2006) literacies, the hybridization of genres and cultures, as well as the creation of third spaces (KOSTOGRIZ, 2005; KUMARAVADIVELU, 2008) can happen. From this perspective, foreign language teaching and learning play a transformative role in society and English is seen as a boundary object (STAR e GRIESEMER, 1989), in and by which diversity, pluralism and polyphony can naturally find their way.

Utiliza����o de recursos ��pticos e equipamentos por escolares com defici��ncia visual

PURPOSE: To verify perceptions and conduct of students with visual impairment regarding devices and equipment utilized in schooling process. METHODS: A transversal descriptive study on a population of 12-year-old or older students in schooling process, affected by congenital or acquired visual impairment, inserted in the government teaching system of Campinas during the year 2000. An interview quiz, created based on an exploratory study was applied. RESULTS: A group of 26 students, 46% of them with low vision and 53.8% affected by blindness was obtained. Most of the students were from fundamental teaching courses (65.4%), studying in schools with classrooms provided with devices (73.1%). Among the resources used in reading and writing activities, 94.1% of the students reported they used the Braille system and 81.8% reported that the reading subject was dictated by a colleague. Most of the students with low vision wore glasses (91.7%), and 33.3% utilized a magnifying glass as optical devices. Among the non-optical devices, the most common were the environmental ones, getting closer to the blackboard (75.0%) and to the window (66.7%) for better lighting. CONCLUSIONS: It became evident that students with low vision eye-sight made use of devices meant for bearers of blindness, such as applying the Braille system. A reduced number of low vision students making use of optical and non-optical devices applicable to their problems were observed, indicating a probable unawareness of their visual potential and the appropriate devices to improve efficiency.

Uma leitura da quest��o da deficiencia e da inclus��o no ensino municipal de Hortolandia : olhares e a����es da docencia de Educa����o Fisica e de seus pares

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica

Educa����o fisica escolar : proposta para forma����o de lideres comunitarios para alunos de 2�� e 3�� series do ensino medio

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica

O ensino do esporte paral��mpico na escola a partir da vis��o dos professores : o caso do Goolball e do voleibol sentado = The teaching paralympic sport at school from teacher's perspective : the case of Goalball and sitting volleyball

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica