E A EDUCAÇÃO FÍSICA? NARRATIVAS DE PROFESSORES-PESQUISADORES SOBRE AS AULAS REMOTAS EM INSTITUTOS FEDERAIS

The implementation of remote learning as a result of the COVID-19 pandemic has become a new and complex reality for school communities. In this context, this study analysed the experiences of Physical Education teachers- researcher with remote learning at Federal Institutes. Based on the Freirean perspective and social learning theory, the study was based on a qualitative and collaborative approach, through autobiographical narrative method. Eight teachers-researchers participated in the study. Data were generated from narratives produced by teachers-researchers and were analysed through constant comparisons. Four themes were identified as findings: new scenarios and challenges; peer collaboration; connecting with students; and rethinking Physical Education lessons. In conclusion, teachers’ experiences involved transformative responses to the limits faced in remote learning, including listening to students’ voices and forming a study group for collaborative learning. La implementación de la enseñanza remota como resultado de la pandemia COVID-19 se ha convertido en una realidad nueva y compleja para las comunidades escolares. En este contexto, el objetivo de este trabajo ha sido analizar las experiencias de profesores-investigadores de Educación Física con la enseñanza remota en Institutos Federales. Con base en la perspectiva freireana y en la teoría social del aprendizaje, la investigación se desarrolló con enfoque cualitativo y colaborativo, a través del método de la narrativa autobiográfica. Ocho profesores-investigadores participaron del estudio. Los datos se generaron a partir de narrativas elaboradas por los profesores-investigadores y se analizaron mediante comparaciones constantes. Como resultados, se identificaron cuatro temas: nuevos escenarios y desafíos; aproximación y colaboración entre pares; conectando con los estudiantes; y repensando las clases de Educación Física. En conclusión, las experiencias docentes implicaron respuestas transformadoras frente a los límites encontrados en la enseñanza remota, incluyendo escuchar a los estudiantes y formar un grupo de estudios y aprendizaje colaborativo. A implementação do ensino remoto em decorrência da pandemia da covid-19 se configurou como uma nova e complexa realidade para as comunidades escolares. Neste contexto, o objetivo deste trabalho foi analisar as experiências de professores-pesquisadores de Educação Física com o ensino remoto em Institutos Federais. Embasada na perspectiva freireana e na teoria social da aprendizagem, a pesquisa foi desenvolvida com abordagem qualitativa e colaborativa através do método da narrativa autobiográfica. Oito professores-pesquisadores participaram do estudo. Os dados foram gerados a partir de narrativas produzidas pelos professores-pesquisadores e foram analisados através de comparações constantes. Como resultados, quatro temas foram identificados: novos cenários e desafios; aproximação e colaboração entre pares; conectando com os estudantes; e repensando as aulas de Educação Física. Em conclusão, as experiências docentes envolveram respostas transformadoras frente aos limites encontrados no ensino remoto, incluindo a escuta dos estudantes e a formação de um grupo de estudos e aprendizagem colaborativa.  

Overweight and obesity of children in a brazilian elementary school: a comparison of three references

Introduction: In the diagnosis of overweight and obesity based on body mass index in children and adolescents, several national and international anthropometric references are recommended. However, there is a divergence in the estimated prevalence of overweight and obesity among the references. Objective: To identify the prevalence of overweight and obesity and to analyse the magnitude of agreement among the three references. Methods: A cross-sectional study with 975 students from the early grades of elementary school. The prevalence of overweight and obesity were estimated according to the criteria of the World Health Organization (WHO), the International Obesity Task Force (IOTF) and Conde and Monteiro. The Kappa weighted index was calculated to assess the agreement magnitude among the three references. Results: The highest prevalence of overweight and obesity was estimated by the Conde and Monteiro and WHO references, respectively. Overall, the IOTF revealed lower a magnitude of prevalence than the two other references. The agreement among the references identified by the Kappa index had a range of 0.66 to 0.94. Conclusion: Despite the satisfactory agreement among the three references, this research highlighted the differing magnitudes of the prevalence of overweight and obesity. This fact limits the ability to make comparisons among populations and impairs the development of overweight and obesity prevention actions

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Prevalence and concordance in the prediction of excess body weight by two anthropometric criteria in adolescents of western Brazilian Amazon

The aim of this study was to identify the prevalence and concordance of excess weight (BMI) and body fat (fat %) in adolescents of both sexes from cities of Rio Branco-AC and Porto Velho-RO. This study evaluated 4,310 adolescents, 2,167 from Rio Branco and 2,143 from Porto Velho. No difference (p=0.46) for excess weight between adolescents from Rio Branco (34.8%) and Porto Velho (33.8%) was observed. Fat percentage was significantly higher (p<0.01) in adolescents from Porto Velho (59.8%) compared to those from Rio Branco (44.3%). In intra-pubertal and pubertal stages, moderate concordance was identified (p<0.01) and in pre-pubertal stage, substantial concordance was observed (p<0.01). Thus, the findings of this study point out the adequacy of screening and diagnosis of obesity and overweight, which will enable earlier approach and treatment of adolescents

E A EDUCAÇÃO FÍSICA? NARRATIVAS DE PROFESSORES-PESQUISADORES SOBRE AS AULAS REMOTAS EM INSTITUTOS FEDERAIS

The implementation of remote learning as a result of the COVID-19 pandemic has become a new and complex reality for school communities. In this context, this study analysed the experiences of Physical Education teachers- researcher with remote learning at Federal Institutes. Based on the Freirean perspective and social learning theory, the study was based on a qualitative and collaborative approach, through autobiographical narrative method. Eight teachers-researchers participated in the study. Data were generated from narratives produced by teachers-researchers and were analysed through constant comparisons. Four themes were identified as findings: new scenarios and challenges; peer collaboration; connecting with students; and rethinking Physical Education lessons. In conclusion, teachers’ experiences involved transformative responses to the limits faced in remote learning, including listening to students’ voices and forming a study group for collaborative learning. La implementación de la enseñanza remota como resultado de la pandemia COVID-19 se ha convertido en una realidad nueva y compleja para las comunidades escolares. En este contexto, el objetivo de este trabajo ha sido analizar las experiencias de profesores-investigadores de Educación Física con la enseñanza remota en Institutos Federales. Con base en la perspectiva freireana y en la teoría social del aprendizaje, la investigación se desarrolló con enfoque cualitativo y colaborativo, a través del método de la narrativa autobiográfica. Ocho profesores-investigadores participaron del estudio. Los datos se generaron a partir de narrativas elaboradas por los profesores-investigadores y se analizaron mediante comparaciones constantes. Como resultados, se identificaron cuatro temas: nuevos escenarios y desafíos; aproximación y colaboración entre pares; conectando con los estudiantes; y repensando las clases de Educación Física. En conclusión, las experiencias docentes implicaron respuestas transformadoras frente a los límites encontrados en la enseñanza remota, incluyendo escuchar a los estudiantes y formar un grupo de estudios y aprendizaje colaborativo. A implementação do ensino remoto em decorrência da pandemia da covid-19 se configurou como uma nova e complexa realidade para as comunidades escolares. Neste contexto, o objetivo deste trabalho foi analisar as experiências de professores-pesquisadores de Educação Física com o ensino remoto em Institutos Federais. Embasada na perspectiva freireana e na teoria social da aprendizagem, a pesquisa foi desenvolvida com abordagem qualitativa e colaborativa através do método da narrativa autobiográfica. Oito professores-pesquisadores participaram do estudo. Os dados foram gerados a partir de narrativas produzidas pelos professores-pesquisadores e foram analisados através de comparações constantes. Como resultados, quatro temas foram identificados: novos cenários e desafios; aproximação e colaboração entre pares; conectando com os estudantes; e repensando as aulas de Educação Física. Em conclusão, as experiências docentes envolveram respostas transformadoras frente aos limites encontrados no ensino remoto, incluindo a escuta dos estudantes e a formação de um grupo de estudos e aprendizagem colaborativa.  

Overweight and obesity of children in a brazilian elementary school: a comparison of three references

Introduction: In the diagnosis of overweight and obesity based on body mass index in children and adolescents, several national and international anthropometric references are recommended. However, there is a divergence in the estimated prevalence of overweight and obesity among the references. Objective: To identify the prevalence of overweight and obesity and to analyse the magnitude of agreement among the three references. Methods: A cross-sectional study with 975 students from the early grades of elementary school. The prevalence of overweight and obesity were estimated according to the criteria of the World Health Organization (WHO), the International Obesity Task Force (IOTF) and Conde and Monteiro. The Kappa weighted index was calculated to assess the agreement magnitude among the three references. Results: The highest prevalence of overweight and obesity was estimated by the Conde and Monteiro and WHO references, respectively. Overall, the IOTF revealed lower a magnitude of prevalence than the two other references. The agreement among the references identified by the Kappa index had a range of 0.66 to 0.94. Conclusion: Despite the satisfactory agreement among the three references, this research highlighted the differing magnitudes of the prevalence of overweight and obesity. This fact limits the ability to make comparisons among populations and impairs the development of overweight and obesity prevention actions