Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T13:44:58Z No. of bitstreams: 2 Dissertação - Gabriela Silva Braga Borges - 2016.pdf: 2145374 bytes, checksum: b95823ac3610f25c1b3e2d32a17400e6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T13:49:30Z (GMT) No. of bitstreams: 2 Dissertação - Gabriela Silva Braga Borges - 2016.pdf: 2145374 bytes, checksum: b95823ac3610f25c1b3e2d32a17400e6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T13:49:30Z (GMT). No. of bitstreams: 2 Dissertação - Gabriela Silva Braga Borges - 2016.pdf: 2145374 bytes, checksum: b95823ac3610f25c1b3e2d32a17400e6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Early stimulation is the first education program directed to Special Education Target Public children, ages from zero to three. Early stimulation in Kindergarten might be used to promote the integral development for Special Education Target Public child, since his/her specific characteristics requires a greater stimulation. Accordingly, our research follows this problem: how has early stimulation been worked by a Kindergarten teacher to promote the inclusion at the daycare for Special Education Target Public children? The hypothesis in this paper is that early stimulation is still unfamiliar to teachers from the Kindergarten regular system. The overall goal was to understand how the early stimulation process of Special Education Target Public children (ages from zero to three) is performed by the teacher’s pedagogical practice in Municipal Center’s Kindergarten (Centros Municipais de Educação Infantil - CMEIS) in Catalão – GO. Our theoretical reference was Cultural-Historic Psychology, since it considers that a Special Education Target Public child is endowed with the same development possibility as a child without disabilities, but would develop them in a different and slowly way, therefore the necessity of a mediating agent teacher. Five teachers from the Kindergarten municipal system participated in this research and in their group were present Special Education Target Public children from zero to three. The methodological instruments used to develop the field research were participant observation and a semi-structured interview. Collected data examination was made from content analysis where we tried to perform a dicing data, in order to identify and enhance the aspects in which early stimulation was present in the teacher’s pedagogical practice. The results shows that the educational work developed at daycare is found too directed in caring, however, this supporting role view may overcome when caring is seen as a way to propitiate cognitive, physical and social development to all children. We also determined that teachers recognize the importance of including development Special Education Target Public children but point out many challenges facing this process, such as: lack of human and material resources, little training, isolated work with this child, little accessibility. Apart from that, we also verified that this early stimulation educational program is still unfamiliar to teachers at the regular system and the performed work is still guided by intuitive practice. We also made clear that disabled child’s insertion hasn’t brought significate changes in educators’ pedagogical practices. It’s pointed a necessity of a greater investment in teachers’ Kindergarten training, mainly in regards to working with a disabled child. SME needs to institute a training policy that really provides to educators theoretical and practical knowledge that promotes all children’s right to learning. / A estimulação precoce é o primeiro programa educacional dirigido às crianças público alvo da educação especial, na faixa etária de zero a três anos. Na Educação Infantil a estimulação precoce pode ser usada como uma forma de promover o desenvolvimento integral da criança público alvo da educação especial, que devido as suas características particulares necessitam de maior estimulação. Diante disso, esta pesquisa parte da seguinte problemática: Como a estimulação precoce tem sido trabalhada pelo professor de Educação Infantil para a promoção da inclusão de crianças público alvo da educação especial na creche? A hipótese levantada neste estudo é de que a estimulação precoce ainda é desconhecida pelos professores da rede regular da Educação Infantil. O objetivo geral foi compreender como é realizado o processo de estimulação precoce na prática pedagógica dos professores de crianças Público Alvo da Educação Especial, na idade de 0 a 3 anos, nos Centros Municipais de Educação Infantil (CMEIS), de Catalão – GO. Tomamos como referencial teórico a Psicologia Histórico-Cultural, pois vê a criança público alvo da educação especial com as mesmas possibilidades de desenvolvimento que a criança sem deficiência, só que irá desenvolvê-las de forma diferenciada, de forma mais lenta, por isso a necessidade do professor ser agente mediador desenvolvimento e aprendizagem. Participaram da pesquisa cinco professoras da rede municipal de Educação Infantil que possuíam em seus agrupamentos crianças público alvo da educação especial na faixa etária de zero a três anos. Os instrumentos metodológicos utilizados para desenvolver a pesquisa de campo foram a observação participante e a entrevista semiestruturada. E o exame dos dados coletados foi feito a partir da análise de conteúdo por meio da qual procuramos realizar um recorte dos dados, no sentido de identificar e destacar os aspectos em que a estimulação precoce se faz presente nas práticas pedagógicas do professor. Os resultados demonstram que o trabalho educativo desenvolvido na creche encontra-se muito voltado para a questão do cuidado, no entanto, essa visão assistencialista pode ser superada quando o cuidar passa a ser visto como uma forma de propiciar a todas as crianças um desenvolvimento de todas as suas capacidades cognitivas, físicas e sociais. Constatamos também que as professoras reconhecem a relevância da inclusão no desenvolvimento das crianças público alvo da educação especial, mas apontam várias dificuldades para que de fato esse processo se efetive como: falta de recursos humanos e materiais, pouco formação, isolamento no trabalho com a criança, pouca acessibilidade. Quanto à estimulação precoce verificamos que este programa educacional ainda é desconhecido pelas professoras da rede regular e que o trabalho realizado está pautado numa prática intuitiva. Evidenciamos que a inserção da criança com deficiência não trouxe mudanças significativas nas práticas pedagógicas das educadoras. Apontamos ainda a necessidade de um maior investimento na formação dos professores da Educação Infantil, principalmente no que se refere ao trabalho com a criança com deficiência. É preciso que a SME institua uma política de formação que realmente proporcione aos educadores conhecimentos teóricos e práticos que promovam o direito à aprendizagem de todas as crianças.

Ce travail de thèse a porté sur l’étiologie des leucémies aigües (LA) de l’enfant, et s’est concentré sur les questions (1) du risque de LA chez les enfants conçus par assistance médicale à la procréation (AMP) ; (2) du rôle protecteur d’une supplémentation maternelle en acide folique ; (3) du rôle protecteur de l’exposition précoce à des facteurs induisant une stimulation du système immunitaire ; (4) d’un effet protecteur des antécédents d’allergie sur le risque de LA de l’enfant. Les données analysées proviennent de l’étude cas-témoins française, ESTELLE, réalisée en 2010-2011. Les cas ont été identifiés par le Registre National des Hémopathies malignes de l’Enfant et les témoins ont été recrutés en population générale par téléphone, avec une stratification sur l’âge et le sexe. L’échantillon comportait 636 cas incidents de leucémie aiguë lymphoblastique (LAL), 100 cas incidents de leucémie aiguë myéloblastique (LAM), et 1421 témoins de moins de 15 ans. Les données ont été recueillies auprès des mères à l’aide d’un questionnaire téléphonique standardisé, identique pour les cas et les témoins. Les odds ratios (OR) ont été estimés par régression logistique non conditionnelle ajustée sur l’âge, le sexe, le niveau d’éducation maternel, la catégorie socio-professionnelle du foyer, et les facteurs de confusion potentiels. Nous n’avons pas observé d’augmentation du risque de LA chez les enfants dont la conception avait été difficile (OR=0,9[0,7-1,2]), ou avait nécessité la prise d'un traitement d’infertilité (OR=0,8[0,5-1,1]). La supplémentation préconceptionnelle en acide folique était inversement associée au risque de LA (OR=0,7[0,5-1,0]), sans spécificité de sous-type. Le risque de LAL était inversement associé aux infections banales avant l’âge de 1 an (OR=0,8[0,6-1,0]), à la fréquentation d’une crèche avant 1 an (OR=0,7[0,5-1,0]), à l'allaitement maternel (OR=0,8[0,7-1,0]) , et à des contacts réguliers avec les animaux domestiques à un âge précoce (OR=0,8[0,7-1,0]). En revanche, nous n’avons pas observé d’influence du mode d’accouchement sur le risque de LA. Enfin, les LA étaient inversement associées aux antécédents de rhinite allergique, d’eczéma, de dermatite atopique, d’allergie alimentaire; et d’asthme ou bronchite asthmatiforme traité par antihistaminique. Ces résultats ne sont pas en faveur d’un risque de LA associé aux techniques d’aide médicale à la procréation. Ils renforcent l’hypothèse d’un effet protecteur de la supplémentation préconceptionnelle en acide folique pour les LA. Enfin, ils apportent des arguments supplémentaires en faveur du rôle d’une stimulation précoce du système immunitaire dans la survenue des LAL. / The aim of this study was to investigate whether the following factors: 1) conception by assisted medical procreation (AMP), 2) maternal folic acid supplementation, 3) factors related to early stimulation of the immune system, and 4) the history of allergy were related to the risk of childhood acute leukemia (CL). The data were obtained from the national registry-based case-control study, Estelle, carried out in France in 2010-2011. Population controls were recruited by random digit dialing, with quotas on age and sex. The sample included 636 cases of acute lymphoblastic leukemia (ALL), 100 cases of acute myeloblastic leukemia (AML), and 1421 controls less the 15 years old and frequency matched on age and sex. The data were collected by telephone interview of the mothers, using the same standardized questionnaire for cases and controls. Odds ratios (OR) were estimated using unconditional regression models adjusted for age, sex, maternal education, parental socioeconomic status , and potential confounders. We did not observe any increase in CL risk in children who were conceived with difficulty (OR=0,9[0,7-1,2]) or with the use of any fertility treatments (OR=0,8[0,5-1,1]). Preconceptional folic acid supplementation was inversely associated with CL (OR=0,7[0,5-1,0]), without subtype-specificity. Early common infections before 1 year (OR=0,8[0,6-1,0]), attendance to day-care before 1 year (OR=0,7[0,5-1,0]), breastfeeding (OR=0,8[0,7-1,0]) and regular contact with pets in the first year (OR=0,8[0,7-1,0]) were inversely associated with ALL. However, the mode of delivery was not associated with ALL. Finally, reported history of eczema, atopic dermatitis, food allergy, allergic rhinitis, asthma or asthmatic bronchitis treated with anti-histaminic was inversely associated with CL. Our findings do not suggest that fertility treatments are risk factors for CL. They suggest that folic acid supplementation during pregnancy may reduce the risk of CL. They also support the hypothesis that some conditions promoting the maturation of the immune system may decrease the risk of ALL.