O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T22:37:07Z (GMT). No. of bitstreams: 1 Rosa_CleliaVirginia_M.pdf: 16879102 bytes, checksum: 86c9408f834b7b7a22f19622d82cffc9 (MD5) Previous issue date: 2009 / Resumo: O convívio de diferentes classes sociais no mesmo espaço educativo é uma situação pouco comum no Brasil, visto que nossa sociedade é marcada por grandes desigualdades sociais, que produzem lugares sociais diferenciados para alguns grupos, que nem sempre têm acesso a determinados bens materiais e culturais, tais como a educação. Diante dessa realidade, a presente pesquisa teve o objetivo de identificar como ocorre, no cotidiano de uma creche de empresa privada, o convívio entre crianças, mães e professoras de diferentes classes sociais. Através de um estudo do tipo exploratório, observamos e registramos em caderno de campo, diferentes momentos do cotidiano da creche, privilegiando os dias em que aconteceram as reuniões de mães - momentos nos quais estiveram juntas as mães das crianças de diferentes classes sociais e as professoras. Outros procedimentos utilizados neste estudo foram: a pesquisa bibliográfica sobre creches no local de trabalho e a visita em creches de empresa na região norte da Itália, a busca por materiais empíricos que abordassem o histórico da creche pesquisada. Também buscamos dados em jornais brasileiros sobre creches no local de trabalho. As conclusões desta pesquisa revelaram que, na instituição estudada, que reúne crianças pequenas de diferentes classes sociais, as relações adulto-adulto, protagonizadas pelas mães e professoras da creche, aparecem como ponto de tensão à dicotomia entre as atividades de cuidado e educação das crianças, ao mesmo tempo em que há, por parte das professoras, o desejo do reconhecimento de seu profissionalismo junto aos diferentes grupos de mães. Outro dado importante diz respeito à "concorrência" entre o tempo da infância e o tempo do capital, vivido pelas crianças na creche junto ao local de trabalho de suas mães. A pesquisa evidenciou também, que a temática das creches de empresa, em seu aspecto educacional, é um tema ainda pouco explorado, o que justifica a contribuição deste estudo para a construção de conhecimentos sobre tais instituições, que se constituem, ao mesmo tempo, como um direito trabalhista de pais e mães, e também um direito da criança. / Abstract: The coexistence of different social classes within the same educational environment is an uncommon situation in Brazil, given the acute social inequalities in our country; therefore, different social spaces are produced for these groups, that rarely have access to material and cultural assets. Due to this situation, the present research was aimed at identifying what the routine in a on-site day care center in a private company is like and how the interaction vamongst children from different social classes takes place. Through an exploratory survey, a variety of situations regarding the environment at the day care center were observed, with focus on those days when parents meetings took place. On those moments, the children's parents were among others from different social classes including their teachers. Another resource used in this master's dissertation was the bibliographic database on day care centers at the work place; furthermore, there was a visit to a day care facility in northern Italy in order to find empirical data on the historical background of this day care center. Moreover, there was an effort to look for data in Brazilian newspapers about day care centers in the workplace. The final conclusions of this research show that, the relationship among adults experienced by the mothers and teachers of the day care center showed as a tension point the dichotomy between the activities of looking after and educating the children.. Moreover, our research revealed the search by the teachers involved for professional recognition from the children's mothers. This survey also reveals the "competition" between childhood time and capital time faced by children at the day care center in their mother's workplace. The topic of day care centers at companies has so far been little explored from an educational perspective. This research aims to contribute to the construction of knowledge in such institutions, which must attend to not only to the working parent's rights but also to the children's rights. / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

Orientador: Ana Lúcia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T20:23:31Z (GMT). No. of bitstreams: 1 Santiago_Flavio_M.pdf: 1668411 bytes, checksum: cecc3551c2da3b101b257ea7f355ebc8 (MD5) Previous issue date: 2014 / Resumo: As escolhas conceituais, linguísticas e políticas presentes nas páginas desta dissertação são frutos dos diferentes encontros ocorridos durante uma pesquisa etnográfica realizada no período de agosto a dezembro de 2012, em um Centro de Educação Infantil de uma cidade da região metropolitana de Campinas-SP. Trata-se de uma pesquisa envolvendo crianças pequenininhas de três anos e suas/seus docentes. O objetivo é apresentar a violência da hierarquização social capitalista fundamentada no processo de racialização sobre a construção das culturas infantis. A partir dos pressupostos teóricos da Sociologia da Infância e dos estudos das Ciências Sociais, relacionados às Relações Raciais no Brasil, procurei compreender a influência macro desse processo nas construções dos estereótipos referentes às crianças pequenininhas negras. Além disso, analiso como esse processo de racialização contribui para o afastamento da cultura e história negra das pedagogias presentes na educação infantil e na exclusão de meninas pequenininhas negras e meninos pequenininhos negros do campo social permissível às experiências relativas à aceitação do seu corpo, de sua ancestralidade. Os resultados apontam para a presença de uma pedagogia da "branquitude", que se embasa num modelo educacional com propósitos de reprodução de preconceitos referentes às crianças pequenininhas negras para a manutenção dos privilégios das crianças pequeninhas brancas. Indicam, também, como as crianças pequeninhas negras percebem o racismo presente nas posturas pedagógicas adotadas pelo Centro de Educação Infantil e deixam explícito, por meio de diferentes linguagens, a não aceitação dos enquadramentos que as fixam em posições subalternas na sociedade / Abstract: The conceptual, linguistic and political choices presented on the pages of this dissertation are the outcome of different meetings occurred during an ethnographic research at an Early Childhood Center in Vinhedo ¿ SP, conducted in the period that goes from August to December 2012. This research involves three-year-old tiny young children and their teachers. It aims to bring up the violence of capitalist social hierarchization based on the process of racialization on the construction of peer cultures. From the theoretical assumptions of Childhood Sociology, and studies of Social Sciences related to Racial Relationships in Brazil, I sought to understand the macro influence of this process on the construction of stereotypes related to tiny young black children. In addition to that, I analyze how this process of racialization contributes to the withdrawal of both culture and black history from the pedagogies present in childhood education, and to the exclusion of black girls and black boys from a social field that is permissible to experiences related to the acceptance of their own body; of their ancestry. The results point out to the presence of a pedagogy of "whiteness" that relies on an educational model with purposes of reproduction of prejudices against tiny young black children in order to achieve the maintenance of the privileges of white tiny young children. The results also indicate how these tiny young black children perceive racism installed on the pedagogical postures adopted by childhood educational centers, and make it explicit, through different languages, the non-acceptance of the fitting framework that pins them down in a subordinate position in society / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Dans le secteur des crèches et de l’accueil de la petite enfance, la dimension identitaire au travail pèse sur les relations et sur le vécu des professionnelles. Cette thèse est centrée sur le groupe professionnel des éducatrices de jeunes enfants (EJE) dont les mutations récentes sont analyseurs de changements profonds du secteur qui abandonne progressivement la logique historique sanitaire pour une approche psychopédagogique. Ce travail propose une lecture critique des théories sociologiques de l’« identité professionnelle » et de la professionnalisation au prisme des études de genre et de la psychanalyse, et il rend compte des résultats d’une recherche empirique menée selon une approche clinique d’orientation psychanalytique. L’identité est ici conçue comme un discours performatif, selon les repères donnés par les théories queer. L’investigation empirique repose sur des entretiens avec des professionnelles et sur des observations de longue durée de crèches municipales et parentale. Le recrutement toujours massivement « féminin » des éducatrices, ainsi que les formes de souffrance au travail que cette thèse expose de manière inédite, témoignent des limites de la logique de l’« identité professionnelle », celle-ci produisant des divisions et des systèmes d’opposition catégorielle - le « professionnel », opposé au « maternel », au « féminin », à la « parentalité » et à l’« enfance » -, qui acculent les éducatrices dans des impasses et provoquent des rigidités relationnelles. L’imprégnation des éducatrices par les savoirs psychopédagogiques renforce le couple d’opposition mère-professionnelle du fait de l’importance donnée à la relation mère-enfant, toujours naturalisée, et cela malgré la prégnance des discours sur la parentalité. / In the sector of nurseries and day care centers, the identity dimension at work weighs on relationships and professional activities. This thesis is centered on the professional group of early childhood educators: the recent changes in this profession are analyzers for the profound changes in this activity area which gradually abandons the historic health approach for a psychological and pedagogical approach. This work offers a critical reading of sociological theories of "professional identity" and professionalization through the prism of gender studies and psychoanalysis. It also reports the results of an empirical research conducted through a psychoanalytically orientated clinical approach. Identity is here conceived as a performative speech, according to the landmarks given by the queer theories. The empirical investigation is based on interviews with professional and on long-term observations of municipal and parental day care centers. The still overwhelmingly 'female' recruitment of the educators, as well as forms of suffering at work that this thesis presents in a new way, reflect the logical limits of "professional identity", the latter producing divisions and systems of categorical oppositions - the "professional" opposed to the "mother", the "female", "parenting” and to “chilhood” - that drive educators into dead ends and cause relational rigidities. The impregnation of educators by psychological knowledge strengthens the mother-professional binary opposition because of the importance given to the still naturalized mother-child relationship, despite the significance of discourse on parenthood.

Abstract Viral infections are common in childhood and a usual cause for hospitalization. Viruses are easily transmitted among children both in pediatric wards and in other child care facilities, like child day-care centers. Hand hygiene is an important part of prevention of the transmission of viruses. Since hospitalization times are getting shorter, hospital-associated infections often manifest after discharge. The aim of the study was to evaluate the magnitude of hospital-associated infections during and after hospitalization in pediatric wards with a focus on the effect of the ward structure. Data were collected during two periods of two years in the pediatric infectious diseases ward in Oulu University Hospital; data collection in the latter period was done using electronic follow-up methods. A two-year study period was also carried out in University Children’s hospital in Basel and in North Karelia Central Hospital in Joensuu. Paper questionnaires and electronic questionnaires were compared as methods of doing continuous surveillance of hospital-associated infections during and after hospitalization. The safety of alcohol-based hand gels in children’s use was studied using alcometer measurements after hand rub. Experiences on the use of alcohol-based hand gels in child day-care centers were collected by interviewing the personnel with questionnaires. Altogether 5.8 to 17.5% of hospitalized children (N=7046) got a hospital-associated infection; 65 to 93% of the infections became evident after discharge. The number of hospital-associated infections was lowest in wards where single rooms and cohorting based on infection etiology were used. Increased risk for hospital-associated infection was associated with young age, longer hospitalization time and a shared room. A higher response rate was achieved with electronic follow-up compared with questionnaires on paper, 84 vs. 61%. The costs of follow-up were €13.61 and €15.07 per patient in electronic and conventional follow-up, respectively. Electronic follow-up decreased annual expenses by 17.1%. Alcohol-based hand gels were found to be safe in children’s use, as no absorption was detected despite several contacts between hands and mucous membranes. Personnel in child day-care centers were active in using hand rubs and found them useful and easy to use. Earlier, there had been one incident with fire when using matches while hands were still wet with alcohol. The majority of hospital-associated infections in children become evident after discharge, and electronic follow-up is useful in evaluating their magnitude. The number of hospital-associated infections can be decreased with single room bedding and careful infection control. Alcohol-based hand gels are safe in children’s hand hygiene. / Tiivistelmä Lapset sairastavat usein virusinfektioita, jotka ovat yleinen sairaalahoidon syy. Virukset leviävät herkästi lasten keskuudessa, lastentautien osastoilla ja lapsiryhmissä, kuten päiväkodeissa. Virusten leviämistä voidaan estää hyvällä käsihygienialla. Lyhyiden hoitoaikojen vuoksi osa virusten aiheuttamista sairaalainfektioista ilmenee vasta kotona. Tutkimuksen tarkoituksena oli selvittää sairaalainfektioiden määrä hoidon aikana ja kotiutuksen jälkeen sekä osastorakenteen vaikutus sairaalainfektioihin lastentautien osastoilla. Sairaalainfektioaineisto kerättiin Oulun yliopistollisen sairaalan lasten infektio-osastolla kahtena kahden vuoden jaksona, joista jälkimmäisessä käytettiin sähköistä seurantajärjestelmää. Lisäksi kahden vuoden aineistot kerättiin Pohjois-Karjalan keskussairaalan lastentautien osastolla ja Baselin yliopistollisen sairaalan lastenosastoilla. Paperikyselylomakkeilla ja sähköisesti tehdyn sairaalainfektioseurannan toteutusta verrattiin. Lisäksi tutkittiin alkoholikäsihuuhteiden käytön turvallisuutta lapsilla päiväkotiolosuhteissa. Alkoholin imeytymistä tutkittiin poliisin tarkkuusalkometrillä käsihuuhteen käytön jälkeen. Oulun kaupungin päiväkodeista kysyttiin käsihuuhteiden käyttökokemuksista kyselylomakkeilla. Sairaalainfektion sai 5,8-17,1 % sairaalassa hoidetuista lapsista (N=7046). Infektioista 65-93 % tuli oireisiksi kotiutuksen jälkeen. Sairaalainfektioiden määrä oli pienin osastoilla, jossa käytettiin yhden hengen huoneita ja potilaiden kohortointia taudinaiheuttajan mukaan. Sairaalainfektion riskiä lisäsivät lapsen nuori ikä, pitkä sairaalahoitoaika ja jaettu potilashuone. Sähköisessä sairaalainfektioseurannassa oli parempi kotiutuksen jälkeinen vastausprosentti kuin paperilomakkeilla, 84 % vrt. 61 %. Potilasta kohden kuluja tuli sähköisessä seurannassa 13,61 euroa ja paperilomakkeilla tehdyssä seurannassa 15,07 euroa. Sähköisen seurannan käyttö laski vuosikuluja 17,1 %. Alkoholikäsihuuhteiden käyttö todettiin turvalliseksi lapsilla. Useista limakalvokontakteista huolimatta käsihuuhteen käytön jälkeen alkoholia ei imeytynyt verenkiertoon. Käsihuuhteiden käyttö päiväkodeissa on aktiivista, ja henkilökunta koki sen helpoksi ja hyödylliseksi. Aiemmin oli tapahtunut yksi vaaratilanne tulen kanssa tulitikkua sytytettäessä käsien ollessa vielä käsihuuhteesta märät. Lasten sairaalainfektioista suuri osa ilmenee kotiutuksen jälkeen, ja näiden infektioiden määrää voidaan arvioida sähköisellä seurantajärjestelmällä. Sairaalainfektioiden määrää voidaan vähentää käyttämällä yhden hengen huoneita ja huolehtimalla hyvästä hygieniasta. Alkoholihuuhteiden käyttö lasten käsihygieniassa on turvallista.

A trend toward non-institutionalization of the elderly, in conjunction with the increasing size of the elderly population has resulted in the development of a variety of community programs and services to help meet their complex and diverse health care needs in the community setting. Although there is substantial documentation pertaining to the needs of the elderly in the community and the available services (Lifton, 1989; Padula, 1983; Starrett, 1986; Wallace, 1987), this documentation has been generated primarily by health care professionals and agencies, rather than from the perspectives of the elderly themselves. Adult Day Care [ADC] programs were established in the late 1960s as one means of attempting to meet the needs of the frail elderly in the community (Padula, 1983). On the surface, these programs appear to be effective in meeting the needs of clients through the provision of nursing services and a wide variety of therapeutic programs and social activities. This exploratory descriptive study was based on the premise that there exists a need to gain insight into the clients' perspectives regarding the ways in which ADC services are instrumental in meeting their perceived needs. Data were collected and analyzed to identify the self-perceived needs of ADC clients and their perceptions of how the ADC nursing services were instrumental in assisting them to meet these needs. Two interviews were conducted with each of the 11 ADC participants comprising the sample, using a semi-structured interview guide developed by the researcher. The two needs most commonly identified by participants included the need to cope with a range of concurrent and/or successive losses, and the need to establish new support systems. Participants identified the most significant components of the nursing role as those of the provision of emotional support through counselling, and the provision of health monitoring services. Participants viewed the overall ADC program as important in assisting them to meet their needs by providing access to social outings, individualized care, emotional support, and the opportunity to enhance their self-esteem, confidence, and feelings of belongingness. / Applied Science, Faculty of / Nursing, School of / Graduate

This thesis is a qualitative study of six full day childcare centres. The purpose of this study was to identify the print literature resources that are present within a representative sample of urban childcare centres. Data were collected using field notes and manager interviews. A further analysis of the resources present allowed to the researcher to evaluate the quality of the resources and to discern whether the early childhood educators sampled have the resources to provide the foundation for a quality literature program. The books were analysed using five elements, including; literary merit, age and accuracy, physical condition, genre and developmental appropriateness, and quantity and accessibility. A total of 2774 resources were present in the six childcare centres. Overall the centres did not satisfy the elements for quality resources. Only 1% of the resources were found to have been judged worthy of recognition through nomination or award. The average age of the resources was 16 years, with an age span of 102 years, causing concern for accuracy, especially for information literature. The physical condition of the print literature resources did conform to quality guidelines, and it was discovered that physical condition was the only reason for discarding a book. There were a variety of genres present within the childcare centres, with the largest genre being information books. The second largest genre was surprising, as TV/Toy books represented 19.5% of the total collections. None of the centres met International Reading Association guidelines for quantity or accessibility for classroom libraries. It was clear that quantity and cost were the most important factors influencing the print literature collections in these childcare centres. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

Made available in DSpace on 2017-06-01T18:24:40Z (GMT). No. of bitstreams: 1 dissertacao_aurikelly_alves.pdf: 2648656 bytes, checksum: ec1eee01ece049de7b3e5e97a219da16 (MD5) Previous issue date: 2012-04-13 / We know it is at school that the child day care goer, spend much of their day away from maternal care. In this dynamic space with children and educators the language is experienced.The children attending the nursery begin to live in a school very early, when still in the period of language acquisition. Thus, much of the interaction with the environment is the adult day care, so the teacher will be the significant other to the child, or an interaction matrix. National documents on education emphasize the importance of working language in daycare, but what is the design language of the teacher and how he supports the acquisition of language infans? This work proposes to conduct a discursive analysis of the conceptions of language teacher education. This study investigated the space offered to language, from the teachers' conceptions of language, emphasizing the importance of working with it in the classroom. We sought to identify the design language of the subjects involved in research, and describe the space offered to language in educational practice. For this, we used as the theoretical analysis of the French Discourse (AD) that allowed us to an ideological vision of the speech, as well as the interactionist perspective of Claudia de Lemos who study the issue of language acquisition. In the work by Claudia de Lemos and followers in the IEL, Institute of Language Studies at UNICAMP highlight the work on the Acquisition of Language Pathology and Clinical developed Lael, Applied Linguistics and Language Studies in PUCSP coordinated by Maria Francisca Lier-De Vitto. We emphasize the importance of open space for interaction in the classroom, providing the reader with a reflection on the role of kindergarten teacher with children in daycare in the process of language acquisition. It was observed that the debate on teacher training for early childhood education is insufficient, so no need to progress. With trained professionals can get a better service for children 0-6 years in relation to language. The subjects involved in research value and recognize the importance of working with language and language since the early years / Sabemos que é no ambiente escolar que a criança frequentadora de creche, passa grande parte do dia longe dos cuidados maternos. Nesse espaço dinâmico com crianças e educadores, a linguagem é vivenciada. As crianças frequentadoras de creche começam a conviver em ambiente escolar desde muito cedo, quando ainda estão no período de aquisição de linguagem. Desta forma, grande parte da interação com o adulto será no ambiente da creche, portanto o professor será o outro significativo para a criança, ou seja, uma matriz de interação. Documentos nacionais sobre educação ressaltam a importância de se trabalhar a linguagem em creches, mas qual será a concepção de linguagem deste professor e de que forma ele apoia a aquisição da linguagem do infans? Este trabalho se propôs a realizar uma análise discursiva das concepções de linguagem do professor de educação infantil. Este estudo buscou investigar o espaço oferecido à linguagem, a partir das concepções dos professores sobre linguagem, ressaltando a importância de se trabalhá-la em sala de aula. Procuramos identificar a concepção de linguagem dos sujeitos envolvidos na pesquisa, além de descrever o espaço oferecido à linguagem na prática educativa. Para isto, utilizamos como aporte teórico a Análise do Discurso de linha francesa (AD) que nos permitiu uma visão ideológica do discurso, bem como a perspectiva interacionista de Cláudia de Lemos que aprofunda a questão da aquisição da linguagem. Além dos trabalhos desenvolvidos por Cláudia de Lemos e seguidores, no IEL, Instituto de Estudos da Linguagem na UNICAMP, destacam-se os trabalhos referentes à Aquisição, Patologias e Clínica da Linguagem desenvolvidos no LAEL, Linguística Aplicada e Estudos da Linguagem na PUCSP coordenado por Maria Francisca Lier-De Vitto. Demos ênfase à importância de se abrir espaço para a interação na sala de aula, oferecendo ao leitor uma reflexão sobre a atuação do professor de educação infantil em creche com crianças em processo de aquisição da linguagem. Observou-se que o debate sobre a formação de professores para a Educação Infantil, é insuficiente, por isso há necessidade de avanços. Com profissionais capacitados pode-se conseguir um melhor atendimento para as crianças de 0 a 6 anos no que tange à linguagem. Os sujeitos envolvidos na pesquisa valorizam e reconhecem a relevância do trabalho com língua e linguagem desde os primeiros anos.

O objetivo do presente trabalho foi subsidiar a implementação de sistemas de qualidade em Unidades de Alimentação e Nutrição (UAN) de centros de educação infantil municipais a fim de garantir a segurança dos alimentos oferecidos às crianças assistidas, as quais constituem um grupo de risco. A amostra constituiu-se de dois centros educacionais infantis (CEI) municipais, representativos do município de Piracicaba/SP. A avaliação das Boas Práticas de Fabricação (BPF) foi realizada a partir do emprego de uma lista de verificação, do monitoramento das temperaturas de equipamentos e de preparações integrantes das refeições e análises microbiológicas de amostras coletadas em diferentes etapas de produção de duas preparações consideradas de maior risco, de cada UAN. Com base nos resultados desta avaliação destacaramse as não conformidades com prioridade de adequação e as respectivas ações corretivas, as quais foram consideradas superadas na elaboração do fluxograma vertical e na descrição das etapas das preparações selecionadas. Os perigos e pontos críticos de controle foram identificados, para cada preparação selecionada, assim como as ações preventivas, os procedimentos de monitoramento, das ações corretivas e de verificação, de acordo com os princípios estabelecidos para a implementação do Sistema de Análise de Perigos e Pontos Críticos de Controle – APPCC. A avaliação das BPF demonstrou um nível de adequação aos procedimentos de, em média, 64,3%. Dos procedimentos não conformes, 35,7% são condicionados à capacitação e supervisão de pessoal e podem ser superados com os recursos municipais, uma vez que se observou a disponibilidade de equipe técnica especializada na área de alimentação e nutrição no setor responsável pelo gerenciamento do Programa. Considerando-se que as BPF são o principal prérequisito na implementação do Sistema, o atual nível de adequação e condições estruturais das unidades municipais devem, ainda, contar com investimentos da Prefeitura Municipal para atingir um padrão satisfatório à implementação da APPCC. Os resultados obtidos constituem-se em importantes subsídios para o planejamento do Sistema que poderá ser implantado, com as devidas adequações, em toda a rede de CEI, pois as condições operacionais se repetem nos demais por terem o gerenciamento centralizado. / The objective of this work was to subsidize the implementation of quality systems in foodservice establishments at municipals day-care centers in order to guarantee the security of foods offered to the attended children, which constitute a risk group. The sample consisted of two municipals day-care centers, representative at Piracicaba/SP. The evaluation of Good Manufacture Practices (GMP) was based in a check-list, a temperatures verification of equipment and integrant preparations of the meals and microbiological analyses of samples collected in different stages of production of two preparations considered of higher risk, in each day-care center. Based on this results, emphasized the non conformities with priority of adequacy and the respective corrective actions, which had been considered surpassed in the elaboration of the vertical flux diagram and in the stages description of the selected preparations. The hazards and critical control points had been identified, for each preparation, as well as the preventive actions, the procedures of monitoring, corrective actions and verification, in accordance with the principles of the Hazard Analysis and Critical Control Point (HACCP). The evaluation of the GMP demonstrated an adequacy level to the procedures of, in average, 64,3%. The 35,7% nonconforms refered to the qualification and supervision of staff and can be surpassed with municipal resources, through the technical team specialized in the foodservice and nutrition responsible for the Program management. Considering that the GMP are the main prerequisite in the implementation of the System, the current level of adequacy and structural conditions of the municipal units must need on investments of the Municipal Administration to reach a satisfactory adequacy to the implementation of the HACCP. The results consist in an important subsidies for the planning of the System that could be implanted, with adequacies, in all the CEI attended for the Program, because of centralized management provide the same operational conditions.

Please read the abstract in the section 00front of this document / Dissertation (MA (Development Communication))--University of Pretoria, 2006. / Information Science / unrestricted