4 research outputs found
Campus, campo, cidade... ItinerĂĄrios de uma ludoteca
Muitas vezes as atividades lĂșdicas sĂŁo vistas como nĂŁo promotoras da aprendizagem, sendo excluĂdas das propostas pedagĂłgicas e do cotidiano da infĂąncia. Com o propĂłsito de incorporar o lĂșdico Ă s prĂĄticas escolares regulares e mostrar os diversos benefĂcios das mesmas, a ludoteca da Universidade Federal de Viçosa implementa atividades de formação social, realizando vivĂȘncias lĂșdicas e culturais no campus universitĂĄrio. Quando a ludoteca itinerante se desloca para alĂ©m do campus para desenvolver o trabalho em escolas localizadas nas ĂĄreas urbanas e rurais, suas atividades alcançam distantes e diferentes lugares. Nesse trabalho articulado com a rede pĂșblica de ensino, a realização de diagnĂłsticos, a coleta de informaçÔes para iniciar as discussĂ”es temĂĄticas, sĂŁo atividades que antecedem as vivĂȘncias lĂșdicas. Como resultado do trabalho, registrou-se aumento do interesse social das escolas por açÔes que valorizem o brincar, para a formação profissional da equipe que nela atua e dos demais educadores, alĂ©m de ampliar o acesso dos alunos Ă s brincadeiras no cotidiano infantil
O perfil docente para a educação inclusiva: uma anålise das atitudes, habilidades sociais e o perfil escolar inclusivo
A partir da dĂ©cada de 90, vĂĄrios documentos internacionais, leis e diretrizes nacionais, assim como orientaçÔes estaduais passaram a versar sobre a educação inclusiva nas instituiçÔes educacionais. Diante desta realidade, esta pesquisa teve como propĂłsitos analisar as atitudes sociais dos professores de escolas comuns, juntamente com suas habilidades sociais frente Ă inclusĂŁo de alunos com necessidades educacionais especiais e verificar, se as diretrizes sobre a inclusĂŁo presentes nos documentos oficiais estavam em funcionamento nas escolas pesquisadas. Fizeram parte desta pesquisa oito dirigentes de escolas nas quais as professoras, no total de 55, atuavam no ensino fundamental (sĂ©ries iniciais) de dois municĂpios mineiros. Destas escolas, cinco atendiam ao ensino fundamental e mĂ©dio e, trĂȘs ao ensino fundamental completo, sendo seis escolas de um municĂpio e as outras duas de outro. Das escolas selecionadas, trĂȘs tinham projeto de inclusĂŁo formalizado, sendo uma estadual e uma municipal da mesma cidade e a outra, estadual, de outro municĂpio. Os professores responderam a duas escalas, a ELASI â Escala Likert de Atitudes Sociais em relação Ă InclusĂŁo e o InventĂĄrio de Habilidades Sociais (IHS). Os dirigentes responderam um questionĂĄrio, denominado Perfil Escolar para InclusĂŁo, construĂdo para esta pesquisa. Foram estatisticamente significantes os resultados da ELASI e do IHS nas categorias: especialização; experiĂȘncia com alunos portadores de necessidades educacionais especiais; escolas municipais. Os resultados da relação de dependĂȘncia entre a ELASI e o IHS foram significantes nos Ăndices: total e operacional da ELASI com o fator de auto-exposição a desconhecidos e situaçÔes novas do IHS e operacional da ELASI com total do IHS. Na anĂĄlise das escolas, quanto ao Perfil Escolar para InclusĂŁo, destacou-se na comparação das escolas com projeto inclusivo, a escola municipal.From early nineties, many international documents, laws and national guidelines as well as state guidance focused the inclusive education on schools, universities and so, regarding to the inclusion of people who have special educational needs. Therefore, this study aimed to evaluate the acts toward inclusion and the teachersâ social abilities and, also, to evaluate the schools based on official indicatives for teaching students with special needs in regular schools, and to verify whether these inclusion guidance presented on official documents were working on the researched schools. Principals (8) from schools where teachers (55) teach elementary school (initial grades) from two municipalities in Minas Gerais, have taken part of this research. From these schools, five offered elementary and high school levels and three offered complete elementary school. Among the selected schools three had official and formalized project of inclusion, being one of then a state school and a metro one, in the same municipality, and the other one, from another city, a state school. The teachers answered to two scales, the Likert Scale for Social Attitudes (ELASI) and, a Social Skills Inventory (IHS). The principals answered a questionnaire called Scholar Profile, built up for this research. The results were significant on the ELASI scale for the following categories: specialization course, experience with students who have special educational needs, metro schools. The results of dependence relation between the ELASI and the IHS were significant for the indexes total and operational of ELASI with the self-exposure to unknowns and new situations of the IHS, and operational of ELASI with total of IHS. The schools analysis regarding to the Inclusive Scholar Profile highlighted in the comparison of schools with inclusive project, the municipal school one
Diferenças e desigualdades negociadas: raça, sexualidade e gĂȘnero em produçÔes acadĂȘmicas recentes
Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries
Background
Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks.
Methods
The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned.
Results
A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31).
Conclusion
Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)