Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-26T20:29:26Z No. of bitstreams: 1 GalileuRodriguesBorges_DISSERT.pdf: 3133750 bytes, checksum: 188dfa1cdcc23da7e7df847009818651 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-12-20T20:02:29Z (GMT) No. of bitstreams: 1 GalileuRodriguesBorges_DISSERT.pdf: 3133750 bytes, checksum: 188dfa1cdcc23da7e7df847009818651 (MD5) / Made available in DSpace on 2016-12-20T20:02:30Z (GMT). No. of bitstreams: 1 GalileuRodriguesBorges_DISSERT.pdf: 3133750 bytes, checksum: 188dfa1cdcc23da7e7df847009818651 (MD5) Previous issue date: 2016-04-06 / A express?o do Ciclo Sono/vig?lia ? resultante de intera??es entre caracter?sticas individuais, conhecimentos e h?bitos de sono, e o ambiente social. Em estudos com professores do ensino fundamental e m?dio, foi observada m? qualidade de sono e sonol?ncia diurna em metade da amostra, al?m de priva??o de sono. Dessa forma, ? importante uma investiga??o em professores universit?rios, que al?m da doc?ncia, desenvolvem atividades de pesquisa e extens?o acumuladas a fun??es administrativas. O objetivo desse trabalho foi caracterizar de forma comparativa os h?bitos e conhecimentos sobre o sono, a qualidade de sono, sonol?ncia diurna de professores de uma institui??o de ensino superior das ?reas Biom?dica e Tecnol?gica. Estes aspectos foram avaliados por meio dos question?rios: 1. Sono e Sa?de, 2. ?ndice de qualidade do sono de Pittsburg, 3. Escala de Sonol?ncia de Epworth, e 4. Avalia??o do cronotipo de Horne e Ostberg (HO). Al?m disso, o padr?o de sono e vig?lia e os hor?rios de trabalho foram registrados por meio do 5. Di?rio de sono e do 6. Protocolo de atividades di?rias preenchidos durante 10 dias. Participaram da pesquisa 86 professores, sendo 44 (23 mulheres) da ?rea biom?dica e 47 (14 mulheres) da ?rea tecnol?gica. O hor?rio de in?cio de trabalho (BM: 9:53h ? 1:30h; TC: 10:05h ? 2:30h) e a dura??o do trabalho na institui??o (BM: 7:30h ? 1:27h; TC: 7:30h ? 1:28h) n?o diferiram entre as ?reas (ANOVA, p > 0,05). Por?m, o hor?rio de fim de trabalho foi mais tardio em professores da ?rea tecnol?gica (BM: 18:10 ? 1:35 h; TC: 18:48 ? 1:24 h - ANOVA, p < 0,05). A carga hor?ria total de trabalho tendeu a ser maior em professores da ?rea biom?dica (ANOVA, p = 0,06). Associado a isso, houve uma maior carga hor?ria em ensino em programas de p?sgradua??o e n?mero de orientandos nesta ?rea (ANOVA, p < 0,05). Professores da ?rea biom?dica apresentaram um percentual maior de acertos nas quest?es sobre o conhecimento sobre sono, acompanhado de melhores h?bitos de higiene do sono (X2 , p < 0,05). Os hor?rios de dormir (BM: 23:53h ? 15min; TC: 23:31h ? 22min) e de acordar (BM: 6:46h ? 40min; TC: 7:40h ? 30min), e o tempo na cama (BM: 6:58h ? 60 min; TC: 7:12h ? 55min) n?o diferiram entre as ?reas (ANOVA, p > 0,05). Embora os professores da ?rea biom?dica tenham apresentado uma tend?ncia ? matutinidade em rela??o aos professores da ?rea tecnol?gica (X2 , p < 0,05). Quanto ? qualidade de sono e sonol?ncia diurna, h? um percentual maior de boa qualidade acompanhado de um percentual menor de sonol?ncia diurna excessiva na ?rea biom?dica (X2 , p < 0,05). Essas diferen?as nos par?metros de sono podem estar relacionadas a melhores h?bitos de higiene do sono e conhecimento sobre o sono nos professores da ?rea biom?dica. Dessa forma, sugere-se que a ?rea de atua??o profissional influencie os conhecimentos sobre o sono impactando os h?bitos de sono, produzindo efeitos na qualidade e na sonol?ncia diurna de professores universit?rios. Esse quadro refor?a a necessidade de realizar programas educacionais sobre o sono com professores universit?rios na tentativa de promover melhores h?bitos de sono e consequentemente melhor qualidade de vida, sa?de e produtividade acad?mica nesses profissionais. / The expression of sleep/wake cycle is the result of interactions among individual characteristics, sleep knowledge and habits, and social environment. In studies in teachers of primary and secondary school, it was observed poor sleep quality, excessive daytime sleepiness in half of the sample, besides sleep deprivation. Thus, an investigation in university professors is important. Besides teaching, they develop research activities and community outreach, and in some cases, administrative functions. The aim of this study was to characterize comparatively the habits and knowledge about sleep, sleep quality and daytime sleepiness in teachers of an institution of higher education of biomedical and technological areas. These aspects were evaluated through questionnaires: 1. Sleep and Health, 2. Pittsburg Sleep Quality Index, 3. Epworth Sleepiness Scale, and 4. chronotype evaluation of Horne and Ostberg (HO). Moreover, the pattern of sleep and wakefulness, and the working hours were recorded through 5. Sleep logs and 6. Daily activities protocol, which were filled for 10 days. The participants were 86 teachers, 44 (23 women) from the biomedical area and 47 (14 women) from the technological one. The work starting time (BM: 9:53h ? 1:30h; TC: 10:05h ? 2:30h) and the duration of work in the institution (BM: 7:30h ? 1:27h; TC: 7:30h ? 1:28h) did not differ between areas. However, the work finish time was later in technological area (BM: 18:10h ? 1:35h; TC: 18:48h ? 1:24h ? ANOVA, p < 0.05). There was a trend to a higher total workload in the biomedical area (ANOVA, p = 0.06). Besides, the workload dedicated to teaching in postgraduate programs, as well as the number of post-graduate students were higher in this area (ANOVA, p <0.05). Teachers of biomedical area showed a higher percentage of correct answers about sleep knowledge, accompanied by better sleep hygiene habits (X2, p < 0.05). The bedtimes (BM: 23:53h ? 15min; TC: 23:31h ? 22min), the wake up times (BM: 6:46h ? 40min; TC: 7:40h ? 30min) and the time in bed (BM: 6:58h ? 60 min; TC: 7:12h ? 55min) did not differ between areas (ANOVA, p > 0.05). Despite that, biomedical teachers showed a tendency towards morningness in relation to teachers of technological area (X2, p < 0.05). In relation to quality of sleep and daytime sleepiness, there was a higher percentage of good quality accompanied by a lower percentage of excessive daytime sleepiness in the biomedical field. These differences in the parameters of sleep may be related to better sleep hygiene habits and knowledge about sleep in teachers of biomedical area. Thus, it is suggested that the professional area influence the knowledge about sleep with impacts to sleep habits, producing effects on quality and daytime sleepiness of university professors. This background reinforces the need of development of sleep educational programs with university professors in an attempt to promote better sleep habits and consequently better quality of life, health and academic productivity in these professionals.