197 research outputs found

    Inserção profissional do coordenador pedagógico: parceria colaborativa entre iniciantes e experientes a partir da pesquisa-formação

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    Collaborative partnerships have proven to be powerful support on the onboarding process for professionals starting out in a new role. The article discusses a professional induction activity carried out with a group of beginning pedagogical coordinators in order to help them overcome the challenges during their professional onboarding in primary education schools. This work will set forth a data sample from the research with twenty‚ÄĎfive teachers who had been approved in public call for pedagogical coordinator had no experience in the job ‚Äď beginning coordinators ‚Äď and seventeen coordinators with up to three years of experience ‚Äď experienced coordinators ‚Äď whose collaborative partnership was based on a research-training program. For data production, we used the transcript of training meetings (eight with each group), including Chat content, as well as transcript of two focus groups and spontaneous WhatsApp conversations and give-and-take, and data from a characterization questionnaire. The data analysis was powered by Prose Analysis. The results indicate that the collaborative partnership of beginning and experienced coordinators brings inputs for the former to face and overcome the challenges of early career, and also contributes to the improvement of professional practice for experienced coordinators.Las asociaciones de colaboraci√≥n han demostrado ser potentes apoyos para el proceso de inserci√≥n de los profesionales que se inician en una nueva funci√≥n. El art√≠culo trata de una acci√≥n de inducci√≥n profesional llevada a cabo con un grupo de coordinadores pedag√≥gicos principiantes con el fin de contribuir a la superaci√≥n de los retos experimentados en su proceso de inserci√≥n laboral en las escuelas de educaci√≥n b√°sica. En este texto se presentar√° una selecci√≥n de datos resultantes de la investigaci√≥n, que reuni√≥ a veinticinco profesores aprobados en una convocatoria p√ļblica para coordinador pedag√≥gico sin experiencia en el puesto, los principiantes, y a diecisiete coordinadores con hasta tres a√Īos de experiencia, los expertos, y cuya asociaci√≥n de colaboraci√≥n entre ellos se bas√≥ en una investigaci√≥n-formaci√≥n. Para la producci√≥n de datos, se utiliz√≥ la transcripci√≥n de las reuniones formativas (ocho con cada grupo), incluyendo el contenido del chat, as√≠ como la transcripci√≥n de los dos grupos de discusi√≥n y las conversaciones e intercambios espont√°neos de WhatsApp y los datos de un cuestionario de caracterizaci√≥n. El an√°lisis de los datos se ha inspirado en el An√°lisis de Prosa. Los resultados indican que la asociaci√≥n de colaboraci√≥n entre principiantes y expertos aporta ayudas para que los primeros logren hacer frente y superar los retos del inicio de la carrera y tambi√©n contribuye a la mejora de la pr√°ctica profesional de los expertos.As parcerias colaborativas t√™m se mostrado potentes para apoiar o processo de inser√ß√£o dos profissionais que iniciam numa nova fun√ß√£o. O artigo trata de uma a√ß√£o de indu√ß√£o profissional realizada junto a um grupo de coordenadores pedag√≥gicos iniciantes com vistas a contribuir para a supera√ß√£o dos desafios vividos em seu processo de inser√ß√£o profissional junto √†s escolas de ensino b√°sico. Para o presente texto ser√° apresentado um recorte dos dados da pesquisa que reuniu 25 professores aprovados em concurso p√ļblico para coordenador pedag√≥gico sem experi√™ncia na fun√ß√£o, os iniciantes, e dezessete coordenadores com experi√™ncia de at√© tr√™s anos, os experientes, e cuja parceria colaborativa se deu a partir de uma pesquisa-forma√ß√£o. Para a produ√ß√£o dos dados, utilizou-se a transcri√ß√£o dos encontros formativos (oito com cada grupo), incluindo o conte√ļdo do Chat, bem como a transcri√ß√£o dos dois grupos de discuss√£o e das conversas e trocas espont√Ęneas pelo WhatsApp e dados de um question√°rio de caracteriza√ß√£o. A an√°lise dos dados teve inspira√ß√£o na An√°lise de Prosa. Os resultados indicam que a parceria colaborativa iniciante-experiente traz subs√≠dios para que o primeiro enfrente e supere os desafios do in√≠cio da carreira e tamb√©m contribui para o aprimoramento da pr√°tica profissional do experiente. &nbsp

    Clinical signature among victims of intimate partner violence : a study using text classification tools

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    Introduction: Intimate partner violence is a major public health problem and a violation of women's human rights. It is important to explore the speech of the victim at the time of the complaint. Objective: To analyze the text classification with word cloudas a tool to understand the pattern of patient functioning, complementing the qualitative analysis. Method: It is a text classification study with a word cloud analysis technique, complementing the qualitative analysis. The sample is fifty-six women victims of self-reported domestic violence, who came from a public service in South of Brazil. Results: A word cloud was developed from the speech of the 56 participants. Discussion: The women's discourse in the interviews had focused on understanding what had really happened in their relationship, reporting their abusive situations. Studies using this technique benefit from including heterogeneous patients considering their idiosyncrasies to develop a complex nonlinear pattern relating predictors to the clinical outcome. Conclusion: It was possible to understand the pattern of patient functioning from the text classification tool. The violence or a consequence of it represents internal obstacles of the victim to regulate her emotional experience and stress

    Controlar líquidos: una intervención de enfermería para el paciente con exceso de volumen de líquidos

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    The objective of this research is to identify which nursing activities contained in the fluid management intervention proposed by the Nursing Intervention Classification (NIC) are realized and considered important by nurses, to attend patients who received fluid volume excess as a nursing diagnosis, as proposed by the North American Nursing Diagnoses Association (NANDA). Data were collected in three hospitals. The sample included 77 nurses, who chose the best alternative on a Likert scale, to indicate the realization of which of those actives they considered important and which activities are realized in their daily care practice. It was concluded that most of the nursing activities were always considered important and were always performed by the nurses. These activities were classified as independent and dependent.El objetivo de este estudio fue identificar cuales de las actividades de la enfermer√≠a contenidas en la intervenci√≥n de Control de los l√≠quidos propuesta por la clasificaci√≥n de las intervenciones de la enfermer√≠a (Nursing Intervention Classification - NIC), son realizadas y consideradas importantes por las enfermeras, para el cuidado de pacientes con diagn√≥stico de enfermer√≠a de exceso del volumen de l√≠quidos propuesto por la Norht American Nursing Diagnoses Associaton. Los datos fueron recolectados en tres hospitales, y la muestra const√≥ de 77 enfermeros que escogieron la mejor alternativa en una escala de Likert, para indicar cuales de estas actividades consideraban importantes de realizar y cuales eran realizadas en su pr√°ctica asistencial. Se concluy√≥ que la mayor√≠a de las actividades de la enfermer√≠a fueron siempre consideradas importantes y siempre realizadas por las enfermeras. Estas actividades fueron clasificadas como: independientes y dependientes.Objetivou-se, com este estudo, identificar quais das atividades de enfermagem, contidas na interven√ß√£o Controle de l√≠quidos, proposta pela Classifica√ß√£o das Interven√ß√Ķes de Enfermagem (Nursing Intervention Classification-NIC), s√£o realizadas e consideradas importantes por enfermeiras, para o atendimento de pacientes com o diagn√≥stico de enfermagem Excesso de volume de l√≠quidos, proposto pela North American Nursing Diagnoses Association (NANDA). Os dados foram coletados em tr√™s hospitais. A amostra constou de 77 enfermeiros, que escolheram a melhor alternativa em uma escala de Likert, para indicar quais dessas atividades consideravam importantes realizar e quais eram realizadas na sua pr√°tica di√°ria assistencial. Concluiu-se que a maioria das atividades de enfermagem foram consideradas sempre importantes e sempre realizadas pelas enfermeiras. Essas atividades foram classificadas como independentes e dependentes.Instituto Lauro de Souza LimaUniversidade Federal de S√£o Paulo (UNIFESP) Hospital S√£o PauloUNIFESP, Hospital S√£o PauloSciEL

    Cen√°rios para investiga√ß√£o e resolu√ß√£o de problemas: reflex√Ķes para poss√≠veis caminhos

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    Este artigo discute a articula√ß√£o entre os cen√°rios para investiga√ß√£o, desenvolvido pelo te√≥rico Ole Skovsmose e a resolu√ß√£o de problemas. Skovsmose aborda a Educa√ß√£o Matem√°tica Cr√≠tica (EMC) e trata sobre os ambientes de aprendizagem. No decorrer do artigo, a partir de uma revis√£o bibliogr√°fica, discutimos as duas formas de organizar a sala de aula durante as aulas de matem√°tica: paradigma do exerc√≠cio e cen√°rios para investiga√ß√£o. Analisamos, segundo a perspectiva da EMC, as aproxima√ß√Ķes e distanciamentos entre a resolu√ß√£o de problema e estas duas formas de organizar a aula. Pode-se dizer que os cen√°rios de investiga√ß√£o possibilitam que as atividades de resolu√ß√£o de problemas se configurem como atividades investigativas, possibilitando que os estudantes a elaborarem suas pr√≥prias estrat√©gias de resolu√ß√£o, tenham oportunidades de defender seus argumentos em um processo de explora√ß√£o investigativa

    Juventudes e apropria√ß√Ķes urbanas em uma leitura poliss√™mica: reflex√Ķes acerca da categoria ‚ÄúJuventudes‚ÄĚ a partir de um estudo de caso sobre lan houses em favelas cariocas

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    Pensar a cidade a partir das juventudes implica, a nosso ver, em primeiro plano problematizar tal conceito para s√≥ ent√£o pensar efetivamente na cidade sob a √≥tica juvenil. Nesse sentido, nas breves p√°ginas que temos, optamos por primeiramente apresentar nosso entendimento acerca da categoria ‚Äújuventudes‚ÄĚ, em especial no contexto carioca atual, para em seguida, a partir de uma pesquisa realizada em lan houses de duas favelas cariocas: Acari e Santa Marta, problematizar o papel das pol√≠ticas p√ļblicas para um segmento dentre essas m√ļltiplas possibilidades de juventude.

    O TRABALHO COLABORATIVO E O DESENVOLVIMENTO PROFISSIONAL DE UM GRUPO DE PROFESSORES DOS ANOS INICIAIS: olhar para resolução de problemas

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    ¬†Este artigo √© parte de uma pesquisa de natureza descritiva e interpretativa, que investigou desafios, dilemas, saberes e aprendizagens que emergem no processo de forma√ß√£o continuada de professores dos anos iniciais ao estudarem e utilizarem a metodologia da resolu√ß√£o de problemas nas aulas de matem√°tica em um ambiente de forma√ß√£o na perspectiva de trabalho colaborativo. O objetivo deste texto √© apresentar como os participantes foram modificando o olhar que tinham para a resolu√ß√£o de problemas e como incorporaram a resolu√ß√£o de problemas como estrat√©gia metodol√≥gica para ensinar matem√°tica nos anos iniciais. Dezesseis professores dos anos iniciais participaram da Atividade Curricular de Integra√ß√£o Ensino, Pesquisa e Extens√£o (ACIEPE): ‚ÄúA matem√°tica nos anos iniciais: programa de forma√ß√£o cont√≠nua de professores dos anos iniciais da Secretaria Municipal de Educa√ß√£o de S√£o Carlos‚ÄĚ, durante o primeiro semestre de 2011, para estudar, discutir e refletir sobre suas pr√°ticas ao trabalhar com a metodologia da resolu√ß√£o de problemas em aulas de matem√°tica dos anos iniciais. Os dados emp√≠ricos foram constru√≠dos atrav√©s de question√°rio, entrevistas semiestruturadas, registro em √°udio e v√≠deo, material escrito, di√°rio de campo reflexivo produzido pelos professores participantes e pela pesquisadora, que atuou como formadora e acompanhou a√ß√Ķes dos professores nas aulas de matem√°tica em suas escolas. A an√°lise dos dados indica que a abordagem do tipo trabalho colaborativo contribuiu para que os professores participantes ressignificassem saberes e concep√ß√Ķes sobre resolu√ß√£o de problemas nas aulas de matem√°tica e implementassem pr√°ticas mais significativas em suas aulas. Palavras-chave: Pr√°tica docente. Resolu√ß√£o de problemas. Forma√ß√£o matem√°tica. Desenvolvimento profissional. Trabalho colaborativo.THE COLLABORATIVE WORK AND THE PROFESSIONAL DEVELOPMENT OF A GROUP OF TEACHERS OF THE INITIAL YEARS:¬†look at resolvin solving¬†Abstract: This article is part of a research of a descriptive and interpretative nature that investigated the challenges, dilemmas, knowledge and learning that emerge in the process of continuous teacher education of teachers of the early years when studying and using the methodology of problem solving in mathematics classes in a teacher education environment in the perspective of collaborative work. The purpose of this words is to present how the participants modified their gaze for problem solving and how they incorporated problem solving as a methodological strategy for teaching mathematics in the early years. Sixteen teachers from the initial years participated in the Curriculum Activity of Teaching, Research and Extension (ACIEPE): "Mathematics in the initial years: a continuous education teacher program for teachers of the initial years of the Municipal Secretary of Education of S√£o Carlos", during the first semester of 2011, to study, discuss and reflect their practices to work with a methodology of problem solving in math classes of the early years. The empirical data were constructed through a questionnaire, semi-structured interviews, audio and video records, written material, reflective field diary produced by the participating teachers and the researcher, who acted as a teacher and monitored teachers actions in the math classes in their schools. The data analysis indicates that the collaborative work approach contributed to the participating teachers to re-characterize knowledge and problem solving concepts in math classes and to implement more meaningful practices in their classes.Keywords: Teaching practice. Problem solving. Mathematical education. Professional development. Collaborative work.¬†EL TRABAJO COLABORADOR Y EL DESARROLLO PROFESIONAL DE UN EQUIPO DE PROFESORES DE LOS A√ĎOS INICIALES:¬†la mirada para la resoluci√≥n de problemas¬†Resumen: Este art√≠culo hace parte de una pesquisa de naturaleza descriptiva y interpretativa, que investig√≥ desafios, dilemas, saberes y aprendiz√°jenes que emergen en el proceso de formaci√≥n continua de profesores de los a√Īos iniciales al estudiaren y utilizaren la metodolog√≠a de la resoluci√≥n de problemas en las clases de matem√°ticas en un ambiente de formaci√≥n en la perspectiva de trabajo colaborador. El objetivo de este texto es presentar c√≥mo los participantes fueron cambiando la mirada que ten√≠an para la resoluci√≥n de problemas y c√≥mo incorporaron la resoluci√≥n de problemas como estrat√©gias metodologicas para la ense√Īanza de matem√°ticas los a√Īos iniciales. Diecis√©is profesores de los a√Īos iniciales participaron de Actividad Curricular de Integraci√≥n Ensen√£nza, Pesquisa y Extensi√≥n (ACIEPE): ‚ÄúLas matem√°ticas los a√Īos inciales: programa de formaci√≥n continua de profesores de los a√Īos iniciales de la Secretaria Municipal de Educaci√≥n de S√£o Carlos‚ÄĚ, durante el primer semestre de 2011, para estudiar, discutir y reflexionar sobre sus pr√°cticas al¬† trabajar con la metodolog√≠a de la resoluci√≥n de problemas en clases de matem√°ticas de los a√Īos iniciales. Los datos emp√≠ricos fueron constru√≠dos a trav√©s de cuestionario, entrevistas semiestructuradas, registro en audio y v√≠deo, material escrito, diario de campo reflexivo producido por los profesores participantes y por la pesquisadora, que actu√≥ como instructora y acompa√Ī√≥ las acciones de los profesores¬† en las clases de matem√°ticas en sus escuelas. El an√°lisis de los datos indica que el abordaje¬† del tipo de trabajo colaborador contribuy√≥ para que los profesores participantes replanteasen saberes y concepciones sobre la resoluci√≥n de problemas en las clases de matem√°ticas y implementasen pr√°cticas m√°s significativas en sus clases.Palabras clave: Pr√°ctica docente. Resoluci√≥n de problemas. Formaci√≥n en matem√°ticas. Desarrollo profesional. Trabajo colaborador.

    Is exercise an alternative treatment for chronic insomnia?

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    The purposes of this systematic/critical review are: 1) to identify studies on the effects of exercise on chronic insomnia and sleep complaints in middle-aged and older adults and to compare the results of exercise with those obtained with hypnotic medications and 2) to discuss potential mechanisms by which exercise could promote sleep in insomniac patients. We identified studies from 1983 through 2011 using MEDLINE, SCOPUS and Web of Science. For systematic analyses, only studies assessing the chronic effects of exercise on sleep in people with sleep complaints or chronic insomnia were considered. We used the following keywords when searching for articles: insomnia, sleep, sleep complaints, exercise and physical activity. For a critical review, studies were selected on the effects of exercise and possible mechanisms that may explain the effects of exercise on insomnia. We identified five studies that met our inclusion criteria for systematic review. Exercise training is effective at decreasing sleep complaints and insomnia. Aerobic exercise has been more extensively studied, and its effects are similar to those observed after hypnotic medication use. Mechanisms are proposed to explain the effects of exercise on insomnia. There is additional documented evidence on the antidepressant and anti-anxiety effects of exercise. Exercise is effective to decrease sleep complaints and to treat chronic insomnia. Exercise presented similar results when compared with hypnotics; however, prospective studies comparing the effects of exercise with medical and non-medical treatments are warranted before including exercise as a first-line treatment for chronic insomnia are necessary

    Hepatitis E virus seroprevalence among schistosomiasis patients in Northeastern Brazil

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    Background: Hepatitis E virus (HEV) can cause chronic infection with rapid progression to liver cirrhosis in immunocompromised patients. HEV seroprevalence in patients with Schistosoma mansoni in Brazil is unknown. We evaluated the prevalence of past or present HEV infection in schistosomiasis patients in Recife, Pernambuco, Brazil. A total of 80 patients with Schistosoma mansoni were consecutively enrolled in a cross-sectional study. Serum samples were tested for the presence of anti-HEV IgG antibodies by enzyme immunoassay (Wan tai anti-HEV IgG, Beijing, China) and for the presence of HEV RNA using real time reverse transcriptase-polymerase chain reaction with primers targeting the HEV ORF2 and ORF3. Clinical and laboratory tests as well as abdominal ultrasound were performed at the same day of blood collection. Results: Anti-HEV IgG was positive in 18.8% (15/80) of patients with SM. None of the samples tested positive for anti-HEV IgM or HEV-RNA. Patients with anti-HEV IgG positive presented higher levels of alanine aminotranferase (p = 0.048) and gama-glutamil transferase (p = 0.022) when compared to patients without anti-HEV IgG antibodies. Conclusion: This study demonstrates that the seroprevalence of HEV is high in patients with Schistosoma mansoni in Northeastern of Brazil. Past HEV infection is associated with higher frequency of liver enzymes abnormalities. HEV infection and its role on the severity of liver disease should be further investigated among patients with Schistosoma mansoni. (C) 2016 Elsevier Editora Ltda.Fundacao de Amparo a Pesquisa do Estado de Sao PauloUniv Fed Sao Paulo Unifesp, Div Infect Dis, Sao Paulo, SP, BrazilFleury SA Grp, Sao Paulo, BrazilUniv Fed Sao Paulo Unifesp, Div Gastroenterol, Sao Paulo, BrazilUniv Fed Pernambuco UFPE, Div Gastroenterol, Recife, PE, BrazilUniv Fed Sao Paulo Unifesp, Div Infect Dis, Sao Paulo, SP, BrazilUniv Fed Sao Paulo Unifesp, Div Gastroenterol, Sao Paulo, BrazilFAPESP: 2012/22925-3FAPESP: 2013/03701-0Web of Scienc

    Classifica√ß√£o das interven√ß√Ķes de enfermagem

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    During the last years, Nursing is selking to classify its diagnoses, interventions/actions and outcomes. Here is presented one of the classifications of nursing interventions that was proposed by nurses of the University of Iowa in 1987, the Nursing Interventions Classifications (NIC) as well as the reasons os its creation, in order to contribute to the dissemination of one of the most advanced proposals for classifying nursing interventions.A enfermagem nos √ļltimos anos est√° procurando classificar seus diagn√≥sticos, interven√ß√Ķes/a√ß√Ķes e seus resultados. O presente trabalho se prop√Ķe a apresentar uma das Classifica√ß√Ķes das Interven√ß√Ķes de Enfermagem propostas por enfermeiras da Universidade de Iowa desde 1987, denominada de Nursing Intervention Classification (NIC) e ainda as raz√Ķes para sua exist√™ncia, contribuindo assim com a divulga√ß√£o de uma das mais avan√ßadas propostas em classifica√ß√£o das interven√ß√Ķes de enfermagem
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