Caracterização da educação em saúde dos cuidadores formais em institutições de longa permanência para idosos de Botucatu-SP

Pós-graduação em Enfermagem (mestrado profissional) - FMB

O mal-estar docente em gestores escolares

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A prática pedagógica da formação profissional por competências da modalidade aprendizagem do SENAI-PA

O presente trabalho, resultante de pesquisa documental e de campo, subsidiada pela abordagem qualitativa, teve por objetivos identificar e analisar a proposta metodológica de formação profissional por competências realizada pelo SENAI- PA, considerando suas especificidades, ideologias, objetivos latentes, e sua dimensão política, uma vez que esta instituição apresenta a referida proposta como alternativa para elevar o nível de formação e qualificação profissional, formar cidadãos criativos e empreendedores para atender às demandas do setor industrial. A investigação iniciou a partir de uma pesquisa exploratória e revisão bibliográfica de fundamentação teórica sobre a temática, permitindo a compreensão do objeto de estudo, além de respaldar a definição do problema de pesquisa. A pesquisa foi realizada a partir de informações contidas no site institucional do SENAI, de pesquisas e obras que tratam da formação profissional ofertada por esta instituição. Para a realização desta investigação foi feito primeiramente um estudo dos referenciais teóricos, sobretudo, das teorias pedagógicas que têm pautado o desenvolvimento da prática pedagógica no contexto educacional brasileiro, como também, das teorias pedagógicas e econômicas que têm fundamentado a prática pedagógica de educação profissional. À luz destes referenciais, e com base nos procedimentos da análise dos conteúdos, examinamos os dados a partir dos seguintes eixos temáticos: objetivos, avaliação conteúdos, métodos e técnicas de ensino, relação teoria e prática, forma e conteúdo. Utilizamos ainda as categorias de análise obtidas a partir dos dados coletados: aprendizagem significativa, prática pedagógica eficaz, formar para o trabalho e para cidadania. A pesquisa possibilitou identificar o utilitarismo no processo de ensino, cuja manifestação ocorre no desenrolar das práticas pedagógicas, através da relação dicotômica entre teoria e prática, caracterizando, desta forma, a proposta metodológica de ensino desta instituição. Verificamos que a atual metodologia de ensino fundamentada na pedagogia das competências, se constitui no aperfeiçoamento da antiga metodologia utilizada por esta instituição, uma vez que ambas estão alicerçadas no Condutivismo, Pragmatismo, Funcionalismo, e no Construtivismo. Este aperfeiçoamento vincula-se à investigação prévia das competências a serem adquiridas pelo trabalhador, à caracterização do perfil dos cursos pelas competências exigidas pelo mercado, à estreita relação dos elementos constitutivos da prática pedagógica - conteúdos, métodos e técnicas de ensino e a avaliação da aprendizagem - aos ditames mercadológicos. Constatamos ainda que este aperfeiçoamento promove a continuidade de uma formação orientada pelos preceitos e exigências do mercado, caracterizando uma formação profissional para o trabalho e para cidadania.

Hermenêutica botânica e antropização na Amazônia: exsicatas de verbenáceas da Amazônia Legal no Herbário do New York Botanical Garden

Este artigo tem como base informações de uma série histórica de exsicatas datadas de 1819 a 2002, reunindo contribuições de pesquisadores de instituições governamentais e não governamentais das Américas do Norte, do Sul e Europa. Tem foco nas verbenáceas, pela reconhecida gama de espécies aromáticas e medicinais desta família e o seu reconhecido uso no Brasil. Analisa notas descritivas e críticas sobre a coleção do New York Botanical Garden referente à Amazônia, revelando o espírito da cooperação entre instituições brasileiras e estrangeiras nesta região. Alterações do meio ambiente, rede de pesquisadores, mudanças na linguagem, na tecnologia dos registros e absorção de termos regionais são detectados ao longo de quase dois séculos de trabalho científico em que se projeta a formação continuada de cientistas e a interação com saberes locais.

Sobre a formação do professor de música: o tempo fugidio entre a aurora, o crepúsculo e o silêncio

Pós-graduação em Música - IA

Quinze Anos de Progressão Continuada: a percepção dos professores

Pós-graduação em Educação - FCT

O pagamento por desempenho no contexto das reformas educacionais paulistas

This article presents the results of a research that has as its analysis focus the payment by performance, represented in the public educational system of the São Paulo State by the bonus-merit. The bonus, such as other measures implemented in the last decade, is part of neoliberal reforms that were predominant in the public educational system of the State. The article intends to debate the implications of this mechanism for the teaching from a bibliographic review about the topic as well as from the interpretation of data originated from a qualitative empirical investigation based on semi-structured interviews with second cycle teachers of high and middle schools of three regional departments of education. The results revealed an influence of performative and managerial elements in the organizational work of schools and teachers. Moreover, they showed that the payment by performance has not contributed for the improvement of the work conditions and for the career of the teachers, has a very limited impact to change the quality of education and thus represent a teacher accountability mechanism.

O trabalho docente na rede pública do estado de São Paulo: apontamentos iniciais para a discussão da jornada de trabalho

The changes in the world of work that, in turn, directly affect the teaching work, have expanded the processes of precariousness and intensification, contributing for deteriorating conditions which teachers use to labor. Considering that the time designated for teaching activities is an important part of work conditions, we look for, in this article, to analyze the work shift of teachers in São Paulo state educational public system. Regarding that teachers are a very heterogeneous group, we have chosen to discuss the workday those professionals who dedicate themselves in the last years of elementary and high school. Through a literature review and a research about the legislation related to the topic, in Brazil and São Paulo state, we have highlighted that the teachers’ work shifts should include not only the time for classroom activities, but also for other extra activities. Moreover, we emphasize that the state of São Paulo government has promoted, since 2012, a reformulation of the teachers’ work shift that has not properly include the appropriate length of time for extra educational activities, contrasting the parameters founded in the national legislation. Besides the legal non-compliance, that fact has accentuated the process of intensification of teaching work, contributing for the embrittlement of the collective activities.

Os professores e os projetos nas escolas públicas estaduais paulistas: um trabalho possível?

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

A inviabilidade do uso das Tecnologias da Informação e Comunicação no contexto escolar: o que contam os professores de matemática?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Voice disorders in teachers: clinical, videolaryngoscopical, and vocal aspects

Dysphonia is more prevalent in teachers than among the general population. The objective of this study was to analyze clinical, vocal, and videolaryngoscopical aspects in dysphonic teachers. Ninety dysphonic teachers were inquired about their voice, comorbidities, and work conditions. They underwent vocal auditory-perceptual evaluation (maximum phonation time and GRBASI scale), acoustic voice analysis, and videolaryngoscopy. The results were compared with a control group consisting of 90 dysphonic nonteachers, of similar gender and ages, and with professional activities excluding teaching and singing. In both groups, there were 85 women and five men (age range 31-50 years). In the controls, the majority of subjects worked in domestic activities, whereas the majority of teachers worked in primary (42.8%) and secondary school (37.7%). Teachers and controls reported, respectively: vocal abuse (76.7%; 37.8%), weekly hours of work between 21 and 40 years (72.2%; 80%), under 10 years of practice (36%; 23%), absenteeism (23%; 0%), sinonasal (66%; 20%) and gastroesophageal symptoms (44%; 22%), hoarseness (82%; 78%), throat clearing (70%; 62%), and phonatory effort (72%; 52%). In both groups, there were decreased values of maximum phonation time, impairment of the G parameter in the GRBASI scale (82%), decrease of F0 and increase of the rest of acoustic parameters. Nodules and laryngopharyngeal reflux were predominant in teachers; laryngopharyngeal reflux, polyps, and sulcus vocalis predominated in the controls. Vocal symptoms, comorbidities, and absenteeism were predominant among teachers. The vocal analyses were similar in both groups. Nodules and laryngopharyngeal reflux were predominant among teachers, whereas polyps, laryngopharyngeal reflux, and sulcus were predominant among controls.

Cross-cultural adaptation of the Work Disability Diagnosis Interview (WoDDI) for the Brazilian context

The Work Disability Diagnosis Interview (WoDDI) is a structured interview guide developed by the University of Sherbrooke, Canada to help clinicians detect the most important work-related disability predictors and to identify one or more causes of prolonged absenteeism. This methodological study aims for the cross-cultural adaptation of the WoDDI for the Brazilian context. The method followed international guidelines for studies of this kind, including the following steps: initial translation, synthesis of translations, back translation, evaluation by an expert committee and testing of the penultimate version. These steps allowed obtaining conceptual, semantic, idiomatic, experiential and operational equivalences, in addition to content validity. The results showed that the translated WoDDI is adapted to the Brazilian context and can be used after training.

Family Health Strategy Professionals Facing Medical Social Needs: difficulties and coping strategies

Professionals of Family Health Strategy (FHS) work in communities where there are complex medical social problems. These contexts may lead them to psychological suffering, jeopardizing their care for the users, and creating yet another obstacle to the consolidation of FHS as the primary health care model in Brazil. The study investigated the difficulties and coping strategies reported by health professionals of the FHS teams when they face medical social needs of the communities where they work. Focus groups and semi-structured interviews were carried out with 68 professionals of three primary care units in the city of Sao Paulo (Southeastern Brazil). Drug dealing and abuse, alcoholism, depression and domestic violence are the most relevant problems mentioned by the study group. Professionals reported lack of adequate training, work overload, poor working conditions with feelings of professional impotence and frustration. To overcome these difficulties, professionals reported collective strategies, particularly experience sharing during team meetings and matrix support groups. The results indicate that the difficulties may put the professionals in a vulnerable state, similar to the patients they care for. The promotion of specialized and long term support should be reinforced, as well as the interaction with the local network of services and communities leaders. That may help professionals to deal with occupational stress related to medical and social needs present in their routine work; in the end, it may as well contribute to the strengthening of FHS.

Work organization and the health of bank employees

The Brazilian banking sector has undergone an intense restructuring process and taken a leading position in the incorporation of new technologies and organizational innovations. Computerization in the industry, in association with forms of work organization, has resulted in changes that reflect on the workers' health. Based on the theoretical and methodological frameworks of historical and dialectical materialism, this qualitative study investigates the work conditions of bank employees in order to identify the extent to which changes in work organization interfere with these workers' health. Data were collected through interviews held with 11 bank employees. In addition to physical sickening due to occupational diseases directly related to work intensification, the results also show an increased incidence of mental suffering and a feeling of loss of professional identity. Work-related frustration, instability and concerns related to psychological pressure resulting from the need to achieve goals predominated in the reports.

Effects of Working Full-Time and Studying in the Evening Hours Among Young Apprentices and Trainees

Objective: This research aims to assess apprentices' and trainees' work conditions, psychosocial factors at work, as well as health symptoms after joining the labor force. Background: Despite the fact that there are over 3.5 million young working students in Brazil, this increasing rate brings with it difficult working conditions such as work pressure, heavy workloads, and lack of safety training. Method: This study was carried out in a nongovernmental organization (NGO) with 40 young members of a first job program in the city of Sao Paulo, Brazil. They filled out a comprehensive questionnaire focused on sociodemographic variables, working conditions, and health symptoms. Individual and collective semi-structured interviews were conducted. Empirical data analysis was performed using analysis of content. Results: The majority of participants mentioned difficulties in dealing with the pressure and their share of responsibilities at work. Body pains, headaches, sleep deprivation during the workweek, and frequent colds were mentioned. Lack of appropriate task and safety training contributed to the occurrence of work injuries. Conclusion: Having a full-time job during the day coupled with evening high school attendance may jeopardize these people's health and future. Application: This study can make a contribution to the revision and implementation of work training programs for adolescents. It can also help in the creation of more sensible policies regarding youth employment.