Made available in DSpace on 2016-06-02T19:44:00Z (GMT). No. of bitstreams: 1 TeseRFB.pdf: 913534 bytes, checksum: 101c6a0e4213462df968b7bbd6f273d3 (MD5) Previous issue date: 2006-12-08 / Universidade Federal de Sao Carlos / The topic of this study is primary and secondary child sexual abuse (CSA) prevention in the educational area. The study goals involved planning, implementation and assessment of an intervention program in which teachers acted as CSA prevention agents. The first study step was the program planning based on others experiences described in the literature. Secondly, the program was implemented with 101 pre-school teachers in São Carlos, Brazil, 2.918 children (teachers students aged 4-6 years), and 2.732 children s family members. The program was implemented twice, with 52 and 49 teachers in the first and second time, respectively. Each group was divided into three sub-groups in order to receive the intervention. The program involved a theoretical section with teachers and a workshop conducted by teachers with children and family members. The third part involved the program assessment. Indicators of Sexual Abuse (IAS) data was obtained from 101 teachers at three different moments: before to the intervention, in the middle and at the end of the intervention. Teachers Drill on Child Abuse Identification data was obtained before and after the intervention. IAS and Family Members Drill on Child Abuse Identification data was obtained from 101 family members before and after the workshops conducted by teachers. The Drill on Self-Protective Skills Acquisition for Children data was obtained from 96 children before and after workshops conducted by teachers. IAS teachers results showed that they increased their knowledge about CSA specific symptoms. However, no changes in teachers knowledge about CSA nonspecific symptoms were observed. There was an increase in the percentage of appropriate answers from teachers in Teachers Drill on Child Abuse Identification. Family members IAS results showed no changes in their knowledge about CSA specific or non-specific symptoms. After the workshops, there was an increase in the percentage of appropriate answers by family members in Family Members Drill on Child Abuse Identification and children s performance in the Drill on Self-Protective Skills Acquisition for Children. In order to assess the impact of the program in the community, the number of CSA cases notified were identified from 2002 to 2005, in São Carlos. The data obtained showed an increase of CSA cases notified after the program, as well as an increase of reported cases involving young children s victimization. Simultaneously with the program, the teachers received consultation on how to identify CSA suspected cases in their schools. When sexual abuse suspicion was confirmed, the case was reported by teachers. In general, the program s assessment had an important impact in the schools and community as well. The need to plan and assess CSA preventive actions in others sectors of society is discussed. / O tema desse estudo foi a prevenção do abuso sexual infantil na área educacional sob o ponto de vista primário e/ou secundário. Os objetivos do estudo foram elaborar, implementar e avaliar um programa de intervenção para professores no sentido de capacita-los a atuar como agentes de prevenção do abuso sexual infantil. A primeira etapa do estudo envolveu a elaboração do programa a partir de experiências de outros programas desenvolvidos, avaliados e descritos na literatura. Na segunda etapa, o programa elaborado foi realizado contando com a participação de 101 professores de Escolas Municipais Infantis do município de São Carlos, 2.918 crianças de 4 a 6 anos, alunos desses professores e 2.732 familiares das crianças. O programa foi realizado duas vezes em dois momentos distintos, sendo que os professores foram divididos em duas turmas de 52 e 49 profissionais respectivamente. As duas turmas foram subdivididas em três sub-grupos em cada momento da realização do programa. O programa envolveu uma parte teórica com os professores e uma parte prática (oficinas) feita pelos professores com as crianças e os familiares. A terceira etapa foi referente a avaliação do programa realizado. Todos os professores participantes do programa preencheram uma escala - Indicadores de Abuso Sexual IAS, em três momentos distintos, antes, no meio e após o término do programa. Além disso, foi aplicado um Exercício sobre Abuso Sexual antes e depois da intervenção. Os familiares também preencheram o IAS e responderam ao Exercício sobre Abuso Sexual antes e depois das oficinas realizadas pelos professores. As crianças responderam ao Exercício sobre Aquisição de Habilidades de Auto-proteção antes e depois das oficinas realizadas pelos professores. Os resultados obtidos na aplicação do IAS para os professores demonstraram que os mesmos melhoraram seu conhecimento sobre sintomas específicos do abuso sexual, mas mantiveram seu desempenho estável quanto aos sintomas inespecíficos. No Exercício os professores apresentaram um aumento na porcentagem de respostas adequadas após a intervenção. Para os familiares, os resultados obtidos na aplicação do IAS demonstram um desempenho estável tanto em relação a sintomas específicos quanto inespecíficos. Em relação ao Exercício os familiares apresentaram um aumento no percentual de respostas adequadas após as atividades práticas realizadas pelos professores. As crianças apresentaram aumento no percentual de respostas adequadas após as atividades práticas realizadas pelos professores. Como medida de avaliação adicional foi realizado um levantamento dos casos notificados de abuso sexual entre os anos de 2002 e 2005 no município de São Carlos para verificar o impacto do programa na comunidade. Os dados obtidos indicam um aumento no número de denúncias após a realização do programa e o surgimento de denúncias envolvendo crianças mais novas. Simultaneamente ao desenvolvimento do programa, foi realizada uma assessoria aos professores que identificassem suspeita de abuso sexual entre as crianças de sua escola. Dentre os casos em que foi prestada assessoria, todos aqueles em que ficou confirmada a suspeita foram encaminhados para denúncia. De maneira geral, a avaliação do programa verificou um importante impacto da realização do mesmo nas escolas e na comunidade, além de apontar a necessidade de se planejar e avaliar ações preventivas do abuso sexual em outros setores da sociedade.

Submitted by NILZA RENATA DE MEDEIROS null (nilzarmedeiros@ig.com.br) on 2016-09-12T21:01:12Z No. of bitstreams: 1 Medeiros, Nilza Renata de .pdf: 2502734 bytes, checksum: 7682ef79b5af88ba091c37597f2078d2 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-09-14T19:55:24Z (GMT) No. of bitstreams: 1 medeiros_nr_dr_arafcl.pdf: 2502734 bytes, checksum: 7682ef79b5af88ba091c37597f2078d2 (MD5) / Made available in DSpace on 2016-09-14T19:55:24Z (GMT). No. of bitstreams: 1 medeiros_nr_dr_arafcl.pdf: 2502734 bytes, checksum: 7682ef79b5af88ba091c37597f2078d2 (MD5) Previous issue date: 2016-06-26 / O objetivo desta pesquisa foi analisar o percurso escolar de alunos identificados como público-alvo da educação especial do ensino fundamental e médio oriundos da rede municipal e estadual de uma cidade de porte médio do interior paulista, bem como verificar como estavam sendo conduzidas as políticas públicas de educação especial nessas duas redes. Tratou-se de uma pesquisa qualitativa realizando-se análise documental das fichas de Cadastro da Gestão Dinâmica da Administração Escolar - GDAE de 55 alunos público- alvo da educação especial - PAEE, advindos de uma pesquisa anterior, traçando-se um panorama da situação escolar dos mesmos nos anos de 2004 e 2014. Também lançou-se mão de entrevista semiestruturada por permitir uma conversa direta com a pesquisadora possibilitando-a intuir ideias sobre como esses alunos interpretam a sua trajetória de vida escolar. Fizeram parte deste estudo 8 alunos e os dados coletados nas entrevistas foram organizados nas seguintes categorias: serviços de apoio pedagógico especializado; professoras de educação especial; dificuldades escolares; relacionamentos com os colegas da escola; cotidiano fora da escola e perspectivas futuras. Os resultados mostraram que os alunos receberam serviços da educação especial na rede municipal durante todo o período que frequentaram o ensino fundamental nessa rede, o que não aconteceu no ensino médio. Avaliaram que os serviços de educação especial que receberam na rede municipal contribuíram em seus percursos escolares, rememorando das professoras de educação especial principalmente, no que diz respeito às suas aprendizagens de leitura e escrita e no acolhimento. Os resultados mostraram ainda que eles tiveram boas experiências de amizade com os colegas de escola e também se lembraram de episódios não agradáveis como zombaria de alguns colegas que percebiam as suas dificuldades. Falaram das reações e sentimentos que tiveram ao mudarem de escola devido à passagem do ensino fundamental para o médio e uns não gostaram por não ter mais os colegas de antes e tudo ser novo para eles e outros se sentiram surpresos ao encontrarem com colegas antigos que foram estudar nessa escola e se encontravam em série mais adiantada. Sobre seus cotidianos fora da escola, os resultados mostraram que possuem compromissos e responsabilidades de jovens que estão na adolescência e outros já entrando na vida adulta. Eles possuem sonhos e idealizam um futuro visando continuar os estudos e/ou terem um trabalho. Contaram suas perspectivas futuras com seriedade, alegria e entusiasmo. Esperamos que esta pesquisa contribua para aprofundar as reflexões acerca das políticas públicas de educação especial não somente no âmbito acadêmico científico, mas também na atuação dos profissionais que compõe as equipes de educação especial, bem como a importância de escutar os alunos e verificar o que eles têm a dizer sobre seus percursos escolares. / The goal of this research was to analyze the education path of students of primary and secondary school from the municipal and state networks identified as the target audience of Special Education in a medium size inland city from São Paulo State, as well as to verify the way special education public policies were conducted in both networks. It was a qualitative research based on document analysis of files from the Register of School Administration Dynamic Management (Cadastro da Gestão Dinâmica da Administração Escolar – GDAE). They referred to 55 students who belonged to the target audience of special education (PAEE) and had participated in a previous research, giving an overview of these students’ school situation in the years 2004 and 2014. We also used a semi-structured interview, allowing a direct conversation with the researcher and enabling her to intuit ideas about how these students interpret their school life trajectory. Eight students participated in the research. The data collected during the interviews was organized in the following categories: specialized pedagogical support services; special education teachers; school difficulties, relationships with classmates; daily life outside school and future perspectives. The results revealed that the students received special education services in the municipal network during the whole period they attended primary school in that network. The same did not happen in high school. According to their evaluation, the special education services they received in the municipal network contributed to their education path. Their memory of special education teachers regards mostly their reading and writing learning, as well as reception. Results also showed that they had good experiences of friendship with classmates. They also recalled unpleasant episodes of mockery from some colleagues who noticed their difficulties. They talked about reactions and feelings they experienced changing schools due to the transition from primary to secondary school. Some of them did not enjoy it, because they lost the usual colleagues and because everything was new to them. Others were surprised by meeting former colleagues who had gone to that school before them and were now in a more advanced class. Regarding their daily life outside school, results showed that they have appointments and responsibilities typical of teenagers and youngsters who are entering adulthood. They have dreams and idealize their future aiming at continuing their studies and/or having a job. They talked about their future perspective with seriousness, joy and enthusiasm. We hope this research may contribute to deepen the reflections on special education public policies, not only in the academic context but also regarding the performance of the professionals who integrate special education teams, as well as the importance to listen to the students and check what they have to say about their school path.

The Czech Republic is numer one in the mortality and morbidity due to cardio-vascular diseases. It is evidence that the incidence of cardio-vascular dieseases can be influenced positively by primary prevention as to the lifestyle of the population and that the secondary prevention can improve the lifequality of patiens, diminish thein mortality and morbidity and reduce the numer of recurrences and complications. The degree work on the subjekt {\clqq}Change in the lifestyle of men after an acute myocardial infarct`` is in its general part concentrated on risk factors connected with cardio-vascular diseases, on a self-contained system of rehabilitation, on prevention (primary, secondary, tertiary) and on the welfare system in the Czech Republic. The risk factors connected with cardio-vascular diseases can be dividend into influenceable ones (nutrition, smoking, lack of physical exercise, alkohol consumption, hypertension, dyslipoproteineme, diabetes mellitus, obesity), into uncontrollable ones, (age, sex, genetic factors) and into behavioural ones, among which count psychosocial and economic factors. The mail aim of the work was to establish the extent as to the occurrence of risk factors in relation to men, who underwent an acute myocardial infarct and to determine the posibility of involving them in an active change in the lifestyle. The research proceeded in the form of questionnaires distributed at cardiological out-patients` departments in the region of Příbram.The data collection was under way from November 2009 to February 2010. The research was quantitative, the questionnaire was anonymous, in printed form, contained 29 questions and the respondents answered in writing. One thousand questionnaire were distributed, where of 231 fully completed questionnaires came back. The return rate of questionnaires were destined only for men, who underwent an acute myocardial infarct (two fundamentals identifications marks). I arrived to two hypotheses. The first was that the education of population played an important role in occurrence of cardio-vascular diseases and in awareness of influence of the lifestyle on reducing the risks connected with the development of these diseases. The second hypothesis was that the secondary prevention of risk factors connected with cardio-vascular diseases was not effetively and regorously applied to men, who underwent myocardial infarct. Both hypothese of mine proved to be right. The doctors and the learned public are doubtless well informed of the prevention and therapy as to the cardio-vascular diseases. The question is how effectively the professional information and recommendations find their way into the subconsciousness of our population. The research results show that an imaginary gap arises between recommended advices relating to the change in the lifestyle and in the positive influencing of influenceable and behaviour risk factors, the doctors give in thein routine practice. It is neccessary to create programmes of intervention in the lifestyle within the scope of a self-contained rehabilitation system. This system is applied on the occasion of spa care in the Czech Republic. The effect of the spa care is shortterm, lasts half a year to one year and there is no direkt further contact of the patient with dietary centres and with specialized physiotherapists. The recommendations concerning the change in the lifestyle should be popularized in the society as a whole in order to find their way into the wide subconsciousness of our population.

Introdução. Afastamentos associados com as doenças infecciosas estão entre as principais causas de absenteísmo de escolares. A legislação atual não dispõe sobre os conteúdos ou as disciplinas que deveriam abordar a importância da higiene das mãos para se evitar a transmissão de doenças infecciosas, tornando necessário investigar como as escolas lidam com o assunto. Objetivo. Expor algumas reflexões sobre os Parâmetros Normativos e Matrizes Curriculares, especificamente o tema transversal relacionado à saúde e contextualizar as condições de infraestrutura para higiene nas escolas do ensino fundamental do Município de Uberaba, MG. Material e métodos. Primeiramente, realizou-se uma análise documental seguida de uma revisão integrativa da literatura. Posteriormente, conduziu-se um estudo observacional-seccional (diagnóstico situacional). Para a busca foram utilizadas as bases de dados periódicos CAPES, SciELO, LILACS, MEDLINE, PubMed, CINAHL e Ministério da Educação. A observação estruturada ocorreu em visitas agendadas nas escolas, e foi utilizado um instrumento de observação validado. Os dados foram submetidos à análise descritiva. Resultados. A educação é garantida pela Constituição de 1.988 a todos os brasileiros, demonstrando uma preocupação do Estado em manter as crianças nas escolas. Entretanto, a legislação relacionada com o ensino dos temas transversais e questões de saúde surgiu somente dezenove anos mais tarde. Atualmente, as matrizes escolares tratam do tema higiene nos conteúdos de Ciências e Educação Física, porém esse assunto também foi encontrado em Geografia e História. Pesquisas internacionais mostram que as crianças têm baixa adesão na higienização das mãos, o que pode favorecer o surgimento de doenças infecciosas e parasitárias. As escolas do município de Uberaba que foram visitadas possuíam infraestrutura adequada, porém os insumos para a higiene das mãos não eram, em sua maioria, disponibilizados nos banheiros. Conclusão. A legislação mostra a preocupação do Estado com a Educação e a Saúde dos escolares, entretanto, parece haver um hiato na aplicabilidade entre essas leis e a prática. A revisão da literatura internacional revela que as intervenções educativas no ensino fundamental acarretam redução do absenteísmo por infecções. Todavia, as publicações nacionais não permitiram estabelecer tal associação. As escolas estudadas oferecem a infraestrutura física para a higiene dos escolares, entretanto, serão necessários esforços adicionais para conscientizar profissionais e escolares para a disponibilização e uso adequado dos insumos requeridos para a higiene das mãos / Introduction. Clearances associated with infectious diseases are among the leading causes of school absenteeism. The current legislation does not dispose of the contents and subjects that should address the importance of hand hygiene to prevent the transmission of infectious diseases, making it necessary to investigate how schools deal with this issue. Objective. Expose some reflections on the Regulatory Parameters and Course curricula, specifically health related cross-cutting themes, and contextualize the infrastructure conditions for hygiene in primary schools of the city of Uberaba, Minas Gerais, Brazil. Methodology. First, we carried out a document analysis followed by an integrative literature review. Subsequently it was conducted an observational-sectional study (situation analysis). For the search we used the CAPES databases (journals and theses and dissertations), SciELO, LILACS, MEDLINE, PubMed, CINAHL, Ministry of Education and the Brazilian Digital Library of Theses and Dissertations (BDTD). The structured observation occurred in scheduled visits in schools, and we used a validated instrument of observation. Data were submitted to descriptive analysis. Results. Education is guaranteed by the Constitution of 1988 to all Brazilians, demonstrating a concern of the state to keep children in schools. However, the legislation related to the teaching of cross-cutting issues and health issues emerged only nineteen years later. Currently, the school headquarters deal with the subject hygiene in content Sciences and Physical Education, but this subject has also been found in Geography and History. International research shows that children have lower compliance in hand hygiene, which can encourage the emergence of infectious and parasitic diseases. Schools in the city of Uberaba that were visited had adequate infrastructure, but the inputs for hand hygiene were not mostly available in the bathrooms. Conclusion. The Brazilian law shows the state\'s concern for the Education and the Health of school, however, there seems to be a gap in the applicability of these laws and practice. The international literature review reveals that educational interventions in primary education entails reducing absenteeism infections. However, national publications have failed to establish such an association. The studied schools provide the physical infrastructure for the hygiene of the students, however, additional efforts are needed to educate professionals and school for the appropriate provision and use of items necessary for hand hygiene

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-16T09:46:01Z No. of bitstreams: 2 Dissertação Priscilla Rayanne e Silva Noll - 2016.pdf: 9305034 bytes, checksum: a94d63fce4c32355d983f357cecd7c5b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-16T16:30:00Z (GMT) No. of bitstreams: 2 Dissertação Priscilla Rayanne e Silva Noll - 2016.pdf: 9305034 bytes, checksum: a94d63fce4c32355d983f357cecd7c5b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-16T16:30:00Z (GMT). No. of bitstreams: 2 Dissertação Priscilla Rayanne e Silva Noll - 2016.pdf: 9305034 bytes, checksum: a94d63fce4c32355d983f357cecd7c5b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-11-24 / This study aimed to evaluate the nutritional status, behavioral indicators, biochemical factors, eating pattern, and nutritional knowledge of students from the Instituto Federal Goiano - Campus Ceres. This cross-sectional study was conducted in 2015 with 122 students aged 14-19 years of a Federal Public Education Institution in the Midwest of Brazil. Demographic, socioeconomic, anthropometric, hemodynamic, biochemical, nutritional and behavioral data were collected. Regarding to the time in residence at the institution, the students were grouped as freshmen in 2015 (Group 1, <8 months in the institution) and those who were freshmen in 2014 (Group 2, >20 months in the institution). Students presented behaviors risk, such as: cigarette smoking (13.1%), high alcohol consumption (45.9%), multiple sexual partners (77.1%), and early the age at first intercourse sexual (89.1%). These behaviors are intensified by fragile socioeconomic conditions (37.7% with family income up to 1 minimum wage and 51.6% from 1 to 3 minimum wages). However, they were physically active (70.5%). Spent longer time at the institution was associated with older age (p≤0.001), less doses of alcohol consumption (p=0.007), adequate BMI (p=0.027), and higher nutritional knowledge (p=0.017). Overweight prevalence (20.5%) was inversely associated with family income higher than 3 times the minimum wage (RP=0.84, CI 0.74-0.95) and breakfast consumption (RP=0.82, CI 0.72-0.92). Moreover, alterations in the arterial pressure (40.2%) were found, as well in lipid profile, such higher prevalence of inadequate HDL-c (96.7%) and LDL-c (31.7%). In conclusion, students present socioeconomic vulnerability, high prevalence of overweight and health risk behaviors, such as smoking, high alcohol consumption, and sexual behaviors. These results may be related to family distance. Such health-related behaviors in addition to changes in the biochemical and hemodynamic profile are risk factors for the development of non-communicable chronic diseases. / O objetivo deste trabalho foi avaliar o estado nutricional, indicadores comportamentais, perfil bioquímico, hábitos alimentares e conhecimentos nutricionais de escolares residentes do Instituto Federal Goiano – Campus Ceres. Trata-se de um estudo transversal, realizado durante o ano de 2015, com 122 escolares de 14 a 19 anos de uma instituição pública federal de ensino no Centro-Oeste do Brasil. Foram coletados dados demográficos, socioeconômicos, antropométricos, hemodinâmico, bioquímicos, nutricionais e comportamentais. Em relação ao tempo de permanência na instituição, os escolares foram agrupados em ingressantes em 2015 (Grupo 1, aqueles com menos de 8 meses na instituição de ensino) e ingressantes até 2014 (Grupo 2, com mais de 20 meses na instituição). Os escolares apresentam diversos comportamentos de riscos, tais como: uso de cigarro (13,1%), alto consumo de álcool (45,9%), múltiplos parceiros sexuais (77,1%) e idade da primeira relação sexual precoce (89,1%). Tais comportamentos são agravados pelas frágeis condições socioeconômicas (37,7% com renda familiar até 1 salário mínimo e 51,6% de 1 a 3 salários mínimos). Apesar disso, foram considerados ativos fisicamente (70,5%). O maior tempo de permanência na instituição está associado com idade mais avançada (p≤0,001), consumo de menor número de doses de álcool (p=0,007), IMC adequado (p=0,027) e maior conhecimento nutricional (p=0,017). A prevalência de excesso de peso foi de 20,5% e verificou-se uma associação inversa com a renda familiar maior que 3 salários mínimos (RP=0,84; IC 0,74-0,95) e com o consumo do café da manhã (RP=0,82; IC 0,72-0,92). Além disso, foram identificadas alterações na pressão arterial (40,2%) e no perfil lipídico, como alta prevalência inadequada de HDL-c (96,7%) e LDL-c (31,7%). Em conclusão, os escolares apresentam vulnerabilidade socioeconômica, alta prevalência de excesso de peso e diversos comportamentos de riscos à saúde, como uso de cigarro, alto consumo de álcool e comportamentos sexuais de risco. Esses resultados podem estar relacionados com a distância da família. Tais comportamentos somados as alterações no perfil bioquímico e hemodinâmico são fatores de risco para o desenvolvimento de doenças crônicas não transmissíveis.

O desenvolvimento de pensamento crítico é reconhecido como um objetivo fundamental da educação no Ensino Médio. Ao contrário do que o senso comum possa indicar, o pensamento crítico não significa a simples emissão de opinião sobre determinado assunto, mas trata-se de um processo que usa considerações racionais das evidências, dos métodos e critérios próprios de determinado assunto para interpretar, analisar e avaliar um novo dado. Para tal, analisou-se a possibilidade de utilização de artigos científicos do tema \"Saúde e Ambiente\" como um recurso didático que visa a aprendizagem de conteúdos específicos multidisciplinares, o aperfeiçoamento de habilidades da comunicação oral e escrita dos alunos em linguagem científica, o contato dos alunos com o processo de construção do conhecimento científico, a aquisição da habilidade de buscar ativamente o conhecimento em fontes fidedignas. Como exercício, propõe-se o desenvolvimento de uma Unidade de Aprendizagem baseada em um artigo científico para aplicação na sala de aula do Ensino Médio que incentivam a análise crítica das relações entre saúde e ambiente embasada em conhecimentos científicos sólidos dos conceitos envolvidos. O papel do professor é agir como facilitador e preparador de um conteúdo mínimo conceitual necessário para cada atividade promovendo o desenvolvimento de habilidades / The development of critical thinking is recognized as a fundamental goal of education in high school. Critical thinking does not mean the mere issuance of opinion on a particular subject, but it is a process that uses rational considerations of evidence, methods and criteria related to a particular subject in order to interpret, analyze and evaluate new data. To this end, we analyzed the possibility of using scientific articles on the theme \"Health and Environment\" as a teaching resource aimed at specific multidisciplinary learning contents. The improvement of skills of oral and written communication of students in scientific language, to put students in contact with the process of construction of scientific knowledge and the acquisition of the ability to actively pursue knowledge in reliable sources are the main goals of this resource. The selected papers encompass skills and abilities which, when developed, are per se the cultural achievement aimed at. Moreover, the themes developed for application in the high school class room encourage critical analysis of the relationship between health and environment based on sound scientific knowledge of the concepts involved. The teacher\'s role is to act as a facilitator and trainer of the minimum conceptual content required for each activity

Esta tese apresenta dois focos principais de interesse: o ensino de Geografia no Ensino Fundamental e Médio (EFM) e a formação de professores de Geografia. Nos interessamos, particularmente, em saber como o movimento de renovação da Geografia, genericamente denominado Geografia Grítica (GC), chegou no EFM. Os objetivos principais desta tese foram averiguar como a efervescência e renovação da Geografia Acadêmica pós-1978 chegaram ao ensino de Geografia do EFM, qual a contribuição do movimento denominado GC na renovação do ensino desta disciplina e quais as concepções de Educação e de Geografia que os licenciados estão construindo com e para seus alunos do EFM. Para alcançar estes objetivos observamos dez licenciados em Geografia, nos anos de 2002 e 2003, que lecinavam no EFM, em treze escolas distinas nos turnos da manhã, tarde e noite, na cidade de Porto Alegre, estado do Rio Grande do Sul, perazendo um total de 154 (cento e cinqüenta e quatro) observações que totalizaram 212 (duzentas e doze) horas/aula. Constatamos a dificuldade de se renovar as práticas pedagógicas, bem como de se construir um bom embasamento teórico que promova um ensino de Geografia atual, dinâmico, plural, instigante, reflexivo e radicalmente democrático. Este trabalho nao teve a pretensão de ser prescritivo do "bem ensinar Geografia", mas desejou servir de pretexto para que a comunidade de professores discuta e questione os seus referenciais de ciência, de Educação e de Geografia para fomentar a busca de um ensino que auxilie o fortalecimento da autonomia intelectual do educando e a construção de uma noção de cidadania que priorize a luta coletiva pela democracia, pela liberadade e pela justiça social através da apropriação e da reflexão sobre o espaço geográfico e suas categorias de análise. Enfim, uma Geografia que pense a ontologia do ser humano a partir do espaço vivido. / This thesis has two mains focuses: Geography teaching at primary and secondary schools and training of Geography teacher. Particularly, we are interested in how the movement of renewal of Geography - generally called Critica Geography - has arrived to primary and secondary teaching. The main targets of the tehesis were to verify how the effervescence and renewal of post-1978 Academica Geography arrived to geography teaching at primary and secondary schools; the contribution of the so-called critical Geography movement to the renewal of that teaching, and the Education anda Geography conceptions that geographyu teaching graduates are building with and for their students at the primary anda secondary teaching. In order to reach those goals, we have observed ten such Geography graduates in 2002 and 2003. They taught at 13 distinct primary anda secondary schools at morning, afternoon and evening classes in the city of Porto Alegre, in the southern Brazilian State of Rio Grande do Sul, totaling 154 observation session anda 212 class-hours. We identified the difficulty to renew pedagogical practices as well as to build a good theoretical basis able to promote Geography teaching that is updates, dynamic, plural, encouraging, reflexive , anda radically democratic. This work did not intend to prescribe "good Geography teaching". It rather wanted to serva as a pretext for the teacher community to discuss and question its references about science, Education, and Geography, in order to foster the search for teaching that helps to strengthen the intellectual autonomy of the student and the construction of a notion of citizenship that focuses on collettive struggle for democracy, freedom and social justice through appropriation and reflection over the geographic space and its analytical categories. That is, geography that thinks human being´s ontology based on the lived space.

This thesis is focused on the form of theoretical and practical preparation of teachers of primary and secondary schools in Bohemia in the second half of the "long" 19th century. Acquainted with contemporary legislation, curriculum of teacher-training institutes, primary and secondary schools and addresses the contemporary teaching methodologies whose knowledge was requirement for completing teacher-training institutes and teachers qualification exams. These sources are also linked with the written legacy and memories of five contemporary teachers. Keywords teachers, teacher-training institutes, teachers qualification exams, primary school, secondary school, methodical manuals

The transition from primary to secondary school is considered to be a challenging process for all pupils, but particularly difficult for those with social and emotional difficulties. Nurture groups aim to develop social and emotional skills and are seen to correspond closely with the recommendations made in transition literature. It is therefore proposed that nurture provision could be an effective means of supporting socially and emotionally vulnerable pupils in the transition. Previous literature adds support to this view, but no study as yet has focused specifically upon this topic. A small-scale case study design was used to explore the ways in which one secondary school applied nurture principles to support vulnerable pupils through the transition process. The research followed an embedded, single case design incorporating contextual and interview data regarding the school's nurture provision. Contextual information was gathered through the research diary and analysed in relation to the identified propositions. In addition, four illustrative case examples surveyed the views of the nurture facilitator and three pupils who received different levels of nurture support: these interviews were analysed using thematic analysis. An integrated case description combines the findings from all data sources and offers a coherent account of the provision.The findings support the proposition that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school. In line with nurture literature, the findings suggest that secondary schools need to adapt the primary nurture model to ensure provision meets the needs of their setting and cohort. While this promotes flexibility, secondary schools still need to adhere to a number of core principles to ensure they are delivering a true nurturing approach. A tentative model is presented, which proposes that secondary school nurture provision should aim to support social and emotional development through a range of provision that is firmly grounded in psychological theory. Provision should adhere closely to the six nurture principles, with effective identification of needs informing a personalised approach that is tailored to each individual pupil. The importance of relationships for learning and development is emphasised. The thesis concludes by suggesting that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school, providing a number of core elements are in place.

No description available.