A presente pesquisa teve como objetivo estudar a influência do sistema de verificação final de aprendizado sobre as práticas de ensino de Química no nível médio. Para tanto, identificamos e caracterizamos o nível de compreensão do conhecimento químico solicitado dos alunos egressos do ensino médio Brasileiro para seleção dos futuros universitários. Focamos nossas investigações sobre as questões das provas de Química da segunda fase dos concursos vestibulares da Universidade de São Paulo e da Universidade de Campinas, assim como nas provas de conhecimento específico para as carreiras das áreas de Ciências Biológicas e Ciências Exatas da Universidade Estadual Paulista e os relatórios de desempenho correspondentes, entre os anos de 1998 e 2008. O percurso metodológico desenvolvido analisa as questões em três eixos: (1) tema do ensino de química, que se utiliza da Proposta Curricular para o ensino de Química do estado de São Paulo de 1998; (2) processo cognitivo, que tem como referencia a Taxonomia de Bloom e (3) o desempenho médio dos candidatos nas questões das provas de Química. A triangulação dos dados evidenciou o caráter normativo, orientador e controlador destes exames sobre o sistema de ensino que os antecede. / This work aimed to study the influence of the system of final verification of learning on Chemistry teaching practices in high school. For that, we identified and characterized the level of chemical knowledge comprehension required from Brazilian students egress from high school for the selection of future undergraduates. We focused our investigations on the Chemistry questions of the second phase of the entrance tests from the University of São Paulo and the University of Campinas, as well as on the specific knowledge tests for careers in the field of Biological Sciences and Exact Sciences from the University of São Paulo State and the performance reports between the years of 1998 and 2008. Our methodological route follows the questions in three axes: (1) Chemistry teaching theme, which uses the Curriculum Proposition for the Chemistry teaching from the state of São Paulo from 1998; (2) cognitive process, whose reference is Bloom\'s Taxonomy and (3) average performance of the candidates in the questions in the Chemistry tests. The triangulation of data made clear the normative, guiding and controlling character of these exams on the teaching system that precedes them.

O teste do pivot shift é a manobra semiológica mais específica para o diagnóstico da lesão do ligamento cruzado anterior (LCA). É também o único teste que se correlaciona com a probabilidade de desenvolvimento de osteoartrose em joelhos com instabilidade rotacional persistente, após a reconstrução do LCA. Entretanto, há uma grande variabilidade na técnica utilizada para a realização deste teste, comprometendo a sua reprodutibilidade e a sua quantificação objetiva. O teste do pivot shift é influenciado pela associação entre a lesão do LCA e a de outras estruturas anatômicas do joelho. A padronização e a mensuração quantitativa do pivot shift auxiliam na categorização objetiva da frouxidão ligamentar do joelho. O objetivo desta tese foi o de compilar uma série de contribuições do autor, num total de seis publicações, na linha de pesquisa sobre a padronização, quantificação e interpretação do teste do pivot shift. A padronização do teste contribuiu para o aumento da reprodutibilidade da manobra semiológica. Nossos estudos laboratoriais em peças de cadáver demonstraram que a padronização do teste do pivot shift diminuiu de forma significativa a variação da aceleração da redução da tíbia no pivot shift (joelho esquerdo 3,0 ± 1,3 e joelho direito 2,5 ± 0,7 mm/s2) comparada ao teste realizado pela técnica de preferência do cirurgião (joelho esquerdo 4,3 ± 3,3 e joelho direito 3,4 ± 2,3 mm/s2) em cadáver cirurgicamente preparado para apresentar um pivot shift positivo com diferentes gradações em cada joelho. A validação de dispositivos não-invasivos de avaliação da frouxidão ligamentar do joelho, contribuiu para que o teste possa ser medido quantitativamente. Quando comparamos um método invasivo de referência para a mensuração do pivot shift (sensores eletromagnéticos fixados ao osso do fêmur e da tíbia) com três métodos não-invasivos (sensores eletromagnéticos fixados a pele, acelerômetro e um método de análise de imagens), constatamos que todos os métodos não-invasivos apresentaram correlação (r) positiva estatisticamente significante (p <0,01) com o método de referência. Os sensores fixos à pele tiveram r = 0,67 e r = 0,88 para os parâmetros de translação e de aceleração respectivamente. O acelerômetro apresentou r = 0,75 para o parâmetro de aceleração e o método de análise de imagens r = 0,24 para o parâmetro de translação anterior da tíbia. Portanto, neste estudo, métodos não invasivos, adequados para uso em consultório médico, puderam quantificar de forma reprodutível os parâmetros da aceleração e da translação anterior da tíbia no teste do pivot shift. A aplicação clínica destes resultados foi proposta pelo autor por meio de um novo algoritmo para o tratamento individualizado das lesões do LCA, em uma de suas recentes publicações. Embora este algoritmo precise ser validado, a sua proposta abre perspectiva para novos estudos que objetivem melhores resultados no tratamento de pacientes com lesão do ligamento cruzado anterior. / The pivot shift test is the most specific semiologic maneuver to diagnose the anterior cruciate ligament (ACL) injuries. It is also the only test capable of predicting the development of osteoarthritis in the presence of persistent rotatory knee laxity after an ACL reconstruction. However, the test has great technique variability among surgeons compromising reliability and objective quantification. The pivot shift test is influenced by the pattern of the ACL tear and associated lesions. The standardization and the quantitative measurement of the pivot shift can aid in the knee rotary laxity categorization and can provide valuable information on possible additional affected structures besides the ACL, thus contributing for an individualized treatment algorithm for this ligament injury. The purpose of this thesis was to compile a series of author\'s contributions, in a total of six publications, in the field of standardization, measurement and interpretation of the pivot shift test. The standardized technique for the pivot shift test improved the maneuver reliability. Our laboratory studies utilizing cadaveric knees demonstrated that the standardized technique significantly reduced the variation of the acceleration of the tibial reduction during the pivot shift test among surgeons (left knee 3.0 ± 1.3 mm/s2; right knee 2.5 ± 0.7 mm/s2) compared to the surgeons\' preferred technique (left knee 4.3 ± 3.3 mm/s2; right knee 3.4 ± 2.3 mm/s2) in a surgically prepared cadaver for a different positive grade pivot shift in each knee. The validation of non-invasive devices for the knee ligament laxity evaluation aided in the quantitative measurement of the pivot shift. The comparison of an invasive reference method for the pivot shift measurement (electromagnetic tracking device fixed to the femur and tibia) with three non-invasive devices (electromagnetic tracking device attached to the skin, accelerometer and image analysis system) showed statistically significant (p > 0.01) positive correlation (r) for all of them. The electromagnetic tracking device attached to the skin had r = 0,67 and r = 0,88 for the anterior translation and acceleration parameters respectively. The accelerometer has r = 0,75 for the acceleration parameter and the image analysis system had r = 0,24 for the anterior tibial translation parameter. Therefore, in this study, non-invasive methods, affordable for a clinical use, could reliably quantify the acceleration and anterior tibial translation parameters during the pivot shift test. The clinical application of these results was proposed by the author by means of a new algorithm for individualized treatment of the ACL injuries in one of his recent publications. Although this algorithm is yet to be validated, its proposal opens perspective for new studies that aim for better treatment results in patients with an anterior cruciate ligament injury.

Orientadores:Maria Viviane do Amaral Veras, Jean-François Massol / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T09:39:01Z (GMT). No. of bitstreams: 1 Neves_CynthiaAgradeBrito_D.pdf: 27804892 bytes, checksum: 048e89d72b041e870a1d6ab6d29175a5 (MD5) Previous issue date: 2014 / Resumo: Esta tese, inserida na área da Linguística Aplicada, em especial, em Linguagens e Educação Linguística, procura discutir historicamente o ser ou não ser gêneros literários e poéticos como gêneros discursivos/textuais, traçando uma discussão teórica com Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Soares (2001) e Tezza (2006). Em seguida, a pesquisa assume a perspectiva de uma LA transdisciplinar de acordo com Cavalcanti (1998), Celani (1998), Fabrício (2006), Kleiman (1998), Rajagopalan (2006), Rojo (2006) e Signorini (1998), bem como indisciplinar (Moita Lopes, 1998, 2006) e transgressiva (Pennycook, 2006), com o objetivo de buscar raízes e vínculos transversais com a França, heranças e influências da pedagogia francesa na formação do nosso ensino secundário, sobretudo no século XIX, quando o Colégio Pedro II, a escola modelo, era referência nacional e importava seu currículo dos lycées franceses (Razzini, 2000). Além do Colégio Imperial, fazem parte desse legado também as Congregações Maristas, os Liceus e a Escola Normal. A partir de então, a tese investiga o ensino de Literatura na contemporaneidade, destacando a presença dos gêneros poéticos em currículos e avaliações oficiais estabelecidos pelo Ministério da Educação do Brasil. Nessa etapa da pesquisa, reivindicamos o lugar dos gêneros literários e poéticos nos documentos oficiais que regem o ensino médio nacional. Contrastamos também as avaliações do Exame Nacional do Ensino Médio (ENEM) e do Baccalauréat (bac) francês, sempre atentando para o tipo de formação (competências e habilidades de Linguagens, Códigos e suas Tecnologias) que se almeja dos alunos nessa faixa de escolaridade. Como etapa final, a pesquisa de campo, em consonância com a metodologia de geração de registros e análise crítica dos dados (Moita Lopes, 1994), uma pesquisa qualitativa, subjetivista e interpretativista, de cunho etnográfico (Kleiman, 1998), a partir da observação de um total de 90 horas de aulas de Língua Materna, no Brasil e na França, fazendo-se uso da triangulação: i) o diário de classe e o journal de bord; ii) o questionário dos professores; iii) as avaliações orais e escritas. Na análise do corpus selecionado, atentou-se para currículos e avaliações do Ensino Médio em contraste no Brasil e na França, isto é, observou-se como o ENEM e o bac são trabalhados com os alunos cá e lá; como se realiza o ensino/aprendizagem ¿ seja através da leitura em voz alta ou da escrita ¿ dos gêneros poéticos em sala de aula. Constatou-se que, por detrás dos muros dos lycées franceses e das escolas brasileiras, há muito mais semelhanças nas práticas pedagógicas que diferenças. Tanto cá quanto lá, os alunos procuram burlar os formalismos poético e institucional ao se interessarem pela pessoa do poeta, ao soltarem a voz no rap de protesto, ao interpretarem Rimbaud à sua maneira, ao escreverem poesias com palavras vulgares, ao se deixarem tocar pelo discurso poético: ao (se) ler, (se) dizer, (se) escrever, o aluno-leitor de poesias se coloca no mundo / Abstract: Situated in the field of Applied Linguistics, particularly in the area of concentration Languages and Linguistic Education, this thesis aims at discussing, with regard to history and the shadowing of the Shakespearean wandering "to be or not to be", whether literary and poetic genres are or are not discursive/textual genres. In order to do so, a theoretical discussion will be drawn regarding Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Smith (2001), and Tezza (2006). Assuming the perspective of an Applied Linguistics that is transdisciplinary (Cavalcanti,1998; Celani, 1998; Fabrizio, 2006; Kleiman, 1998; Rajagopalan, 2006; Rojo, 2006; Signorini, 1998), indisciplinary (Moita Lopes, 1998, 2006), and transgressive (Pennycook, 2006), the research will seek roots in and cross bonds with France by investigating the influences and heritages of French pedagogy in Brazilian secondary education, especially in the nineteenth century, when the model school Colégio Pedro II was a national reference and imported its curricula from French lycées (Razzini, 2000). Besides the Colégio Imperial, the Congregações Maristas, the Liceus and the Escola Normal also belong to such legacy. Considering it, the thesis investigates Literature teaching in contemporaneity, seeking both to highlight the presence of poetic genres in curricula and official assessments established by the Ministry of Education of Brazil, and to question and claim the place of literary and poetic genres in official documents that rule the national high school. Also, it contrasts the assessments of Brazil¿s National High School Exam (ENEM) and France¿s Baccalauréat (bac), always attentive to the type of training (skills and abilities of Languages, Codes and its Technologies) that students are expected to have in this level of schooling. As a final step, and aligned with a methodology of generating records and critical data analysis (Moita Lopes, 1994), a qualitative, subjectivist and interpretivist ethnographic-orientated field research (Kleiman, 1998) is conducted. The observation of a total of 90 hours of lessons of Mother Tongue, both in Brazil and in France, was carried out using the triangulation technique: i) class record book and journal de bord; ii) teachers¿ questionnaire; iii) oral and written assessments. The analysis of selected corpora took into consideration the curricula and assessments of high school comparing Brazil and France, that is, how the contents of ENEM and bac are worked with students of both countries; how poetic genres¿ teaching/learning process is performed in the classroom - whether through reading aloud or writing. Study results show that, behind the walls of French lycées and Brazilian schools, there are far more similarities than differences in regarding the teaching practices. In both nations, students try to detour themselves from poetic and institutional formalities becoming interested in the poet¿s selfhood, expressing themselves in protest rap, interpreting Rimbaud in their own way, writing poetry with vulgar words, letting themselves be touched by poetic discourse: by reading (themselves), saying (themselves) and writing (themselves), student-readers of poetry place themselves in the world / Doutorado / Lingua Materna / Doutora em Lingüística Aplicada

A transverse study in term newborns was made to determine the occurrence of motor responses and possible asymmetries during the stimulation of the vestibular system through the head turning after release from the midline and passive rotation. From October to December of 2005, 320 neonates were admitted to the Adjacent Lodgings of the University Hospital of Santa Maria. From those, 89 were selected for assessment of the vestibular function since they have previously had fetal static control through ultrasound. Our results show that right-sided head lateralization was significantly greater than left-sided. The predominancy of the lateralization towards the right side also occurred in the male gender, cephalic presentations and left-sided back, however, not significant. On the passive rotation about the vertical axis, the great majority of the neonates presented eye deviation in the opposite direction of the body movement and about the horizontal axis, the great majority of them either remained with their eyes closed or did not present any deviation at all. Results corroborate with the existing literature and suggest an association between fetal static and vestibular function. It was shown through vestibular stimulation trials that term newborns already possess a functional asymmetry as well as motor responses to this system stimulation / Com o objetivo determinar a ocorrência de respostas motoras e possíveis assimetrias durante a estimulação do sistema vestibular pelas provas de queda da cabeça e rotação passiva, foi realizado um estudo transversal no recém-nascido de termo. No período de outubro a dezembro de 2005, 320 recém-nascidos foram admitidos no Alojamento Conjunto do Hospital Universitário de Santa Maria, e destes 89 foram selecionados para avaliação da função vestibular, por terem feito controle da estática fetal através do ultra-som. Nossos resultados mostram que a lateralização da cabeça para a direita foi significativamente maior do que para esquerda. Este predomínio da lateralização para a direita também ocorreu no gênero masculino, nas apresentações cefálicas e com o dorso para esquerda, no entanto estes não foram significativos. Nas provas de rotação passiva na vertical a grande maioria dos RN apresentou o desvio dos olhos sempre no sentido oposto ao movimento do corpo e no plano horizontal, a grande maioria dos RN permaneceu com os olhos fechados, ou não apresentou desvio algum. Nossos resultados corroboram com a literatura existente, e sugerem uma associação entre a estática fetal e a função vestibular. Através das provas de estimulação vestibular, ficou demonstrado que o RN de termo já possui respostas motoras a estimulação deste sistema, bem como uma assimetria funcional

1 ABSTRACT This thesis deals with the educational management of the teaching staff supervising the state graduation exams. The theoretical part explains the concept of educational management and focuses in detail on the managerial function of organization. It describes the current form of the state graduation exams, related legislation and institutions involved. The thesis explains the staffing of graduation exams and individual training programs for teachers, and clarifies the role of further education of teachers. The aim of the work is to optimize the organization surrounding the education of teachers supervising the state graduation exams in Prague and Central Bohemia. The data in the presented research were collected via a survey among participants of the education related to the state graduation exams in Prague and Central Bohemia in the school year of 2015/2016 and interviews with lecturers of relevant training programs. KEYWORDS Management, education management, organization, optimization, education, teaching staff, further education of teachers, state graduation exam.

La douleur éprouvée lors de trauma crânien est reliée à la sensibilisation du système nerveux central et aux maux de tête chroniques lorsque la douleur n’est pas traitée. Par contre, chez l’humain, l’utilisation d’analgésiques doit être faite avec précaution puisqu’ils sont associés à des déficits moteurs et cognitifs. La présente étude vise à évaluer l’efficacité du fentanyl pour le traitement de la douleur lors d’une hémorragie intracérébrale et les effets sur la motricité en utilisant un modèle induit d’hémorragie intracérébrale chez le rat. Pour ce faire, une hémorragie intracérébrale a été induite par injection stéréotaxique de 2 µL de collagénase (0.5 UI), injectée dans un noyau caudoputamen, chez vingt-et-un rats Sprague-Dawley mâles sous anesthésie générale. Le groupe contrôle (n=6) a reçu de la saline sous-cutanée (SC), et les groupe expérimentaux ont reçu respectivement des doses de 5 (n=6), 10 (n=6) et 20 (n=3) µg/kg de fentanyl SC, 2h suite à la chirurgie et ensuite 1 fois par jour pour les 2 jours suivants. Les animaux ont été évalués pendant les 5 jours suivants la chirurgie à l’aide d’une vidéo (grimace de la douleur), d’un examen neurologique, du test de la poutre et du rotarod. Le dernier jour, les animaux ont été euthanasiés, les cerveaux ont été prélevés et évalués pour déterminer le volume de l’hémorragie, l’astrocytose et le nombre de cellules nécrotiques. Comparé aux contrôles, le groupe ayant reçu 5 µg/kg de fentanyl a éprouvé un soulagement significatif de la douleur au jour 2 (p<0,01) tandis que le groupe 10 µg/kg a éprouvé un soulagement de façon significative au jour 1 (p<0,01), 2 (p<0,001) et 3 (p<0,01). Pour le rotarod, le groupe 10 µg/kg a démontré une diminution significative de sa performance aux jours 5 (p<0,05) et 6 (p<0,02). À l’examen neurologique, le sautillement a montré une piètre récupération pour les groupes de 5 et 10 µg/kg comparés au contrôle (p<0,01). À l’examen des cerveaux, aucune différence n’a été observée pour les 3 paramètres entre les groupes expérimentaux. En conclusion, le fentanyl à une dose de 10 µg/kg SC est efficace pour diminuer la douleur suite à une hémorragie intracérébrale; par contre il peut avoir un effet sur la motricité des animaux. / The pain associated with traumatic brain injury is linked with the central nervous system sensitization and chronic cephalalgia when pain is not treated. However, analgesics in human patient must be done with caution since they are associated with cognitive and motor deficits. The present study aims to assess the efficiency of fentanyl to treat pain and evaluate motor behaviors on a rat model of intracerebral hemorrhage (IH). Twenty-one male Sprague-Dawley rats underwent a stereotaxic surgery to produce a collagenase-induced IH with an injection of 2 µL of colagenase (0.5 UI) in the right caudoputamen nucleus. The control group (n=6) received saline subcutaneously (SC), and experimental groups received either 5 (n=6), 10 (n=6), or 20 (n=3) µg/kg of fentanyl SC, 2h following surgery and on the 2 subsequent days. The rat grimace scale, a neurological examination, balance beam test and rotarod test were performed for 5 consecutive days postoperatively to evaluate pain and motor performance. At the end of the experimentation, the animals were euthanized, the brains were collected and evaluated to determine hematoma volume, the number of reactive astrocytes and necrotic neurons. When compared to controls, the grimace scale has showed that 5 µg/kg fentanyl significantly alleviated pain on day 2 only (p<0.01) and that 10 µg/kg alleviated pain on days 1 (p<0.01), 2 (p<0.001), and 3 (p<0.01). For the rotarod test, only the 10 µg/kg group showed significant decreases in performance on days 5 (p<0.05) and 6 (p<0.02). The neurologic exam was not significantly different between groups, but only the hopping test showed a poor recuperation for the 5 and 10 µg/kg fentanyl group when compared to saline (p<0.01). During brains exams, no differences were found between groups for the results of the 3 parameters. Fentanyl, at a dose of 10 µg/kg SC, has provided a substantial analgesia following a collagenase-induced intracerebral hemorrhage in rats; however it can alter motor performance following analgesic treatments.

This study looked at the environmental factors present during testing for the spring 2004 administration of the California High School Exit Exam (CAHSEE) in an attempt to quantify some of the factors that were previously only qualitatively reported. Five factors were examined for their ability to predict passing percentages of students on the CASHSEE at the school level. The results indicated that socioeconomic status was the only significant predictor.

De nationella proven i svenska omfattar olika riktlinjer om vilka anpassningar som är tillåtna. Syftet med denna kvalitativa studie är att undersöka lärares uppfattningar om Skolverkets riktlinjer som finns gällande anpassningar för elever i läs- och skrivsvårigheter inför de nationella proven i svenska för årskurs 3. Det empiriska materialet har inhämtats via intervjuer med fem lärare i grundskolans tidigare år. Intervjuerna utfördes på tre olika skolor och i två olika kommuner. Ramfaktorteorin hjälper oss att förstå villkoren bakom de intervjuade lärarnas beslut om anpassningar för elever inför de nationella proven. Studiens resultat påvisar att majoriteten av respondenterna har svårigheter att tolka de nuvarande riktlinjerna. Respondenterna efterfrågar förändringar som kan ha en positiv inverkan för elever i läs- och skrivsvårigheter. Samtliga respondenter uttrycker att det finns andra omständigheter, till exempel lokaler, ekonomi, tillgång till specialpedagog, kollegial samverkan och Skolverkets riktlinjer som påverkar arbetet inför de nationella proven. Samtliga respondenter befarar att genomförandet av de nationella proven medför negativa konsekvenser för de elever som inte tillåts att använda sina vanliga hjälpmedel. / The national tests in Swedish comprise different guidelines on specifically allowed adaptations. The purpose of this qualitative study is to examine teachers' perceptions regarding the guidelines of the Swedish National Agency for Education (Skolverket) that apply to adaptations for pupils in reading and writing difficulties in preparation for the national exams in Swedish in year 3. The empirical material been obtained through interviews with five teachers from compulsory school early years. The interviews were accomplished at three different schools and in two different municipalities. The frame factor theory helps us understand the conditions behind the interviewed teachers' decision on adaptations pupils for the national exams. The results of the study demonstrate that the majority of the respondents has difficulties interpreting the existing guidelines. All respondents express that there are other circumstances, such as premises, finances, access to special education, collegial cooperation and the guidelines of the Swedish National Agency for Education that affect the work for the national exams. All respondents fear that the implementation of the national exams will have negative consequences for the pupils who are not allowed to use their ordinary tools.

Objetivo: Asociar la calidad de vida relacionada a la salud oral con la pérdida prematura de dientes deciduos en preescolares de 3 a 5 años de una institución privada en Lima, Perú. Materiales y métodos: El diseño del estudio fue de tipo transversal. La muestra estuvo constituida por 142 alumnos entre las edades de 3 a 5 años. Para el análisis de la calidad de vida relacionada a la salud oral (CVRSO), se utilizó el cuestionario Early Childhood Oral Health Impact Scale (ECOHIS) desarrollado por los padres de familia. Asimismo, para determinar la pérdida prematura de dientes deciduos, se usaron los parámetros de la American Dental Association (ADA) y las características de la gingiva. Para la asociación de CVRSO y pérdida prematura se empleó el análisis multivariado mediante la regresión binomial negativa. Se estableció el nivel de significancia como p<0.05 y un IC 95%. Resultados: Se encontró un promedio de 7.70 ± 8.43 al analizar la CVRSO, y la prevalencia de pérdida prematura fue de 10.56 %. Con respecto a la pérdida prematura de dientes deciduos, no existe probabilidad de que la calidad de vida se vea afectada, ya que a su presencia, la puntuación de la CVRSO aumenta en RTI 0.75 (IC 95% 0.26 -2.15). Conclusiones: Se observó que la CVRSO no se encuentra asociada con la pérdida prematura. Sin embargo, si existen diferencias en los puntajes de CVRSO al comparar los grupos de presencia y ausencia de pérdida prematura. / Objective: To associate the quality of life related to oral health with the premature loss of deciduous teeth in pre-schoolers from 3 to 5 years from a private institution in Lima, Peru. Materials and methods: The study design was cross-sectional. 142 students between the ages of 3 to 5 years were evaluated. For the analysis of Oral Health-related Quality of Life (OHRQL), the questionnaire Early Childhood Oral Health Impact Scale (ECOHIS) developed by the parents was used. Similarly, the parameters of the American Dental Association (ADA) and the characteristics of the gums were used to determine the premature loss of deciduous teeth. For the association of CVRSO and premature loss, the multivariate analysis, binomial negative regression, was used. The level of significance was established as p <0.05 and a IC 95%. Results: An average of 7.70 ± 8.43 was found when analysing the OHRQL, and the prevalence of premature loss was 10.56%. Regarding the premature loss of deciduous teeth, there is no probability that the quality of life will be affected, since in its presence, the CVRSO score increases by IRR 0.75 (95% CI 0.26 -2.15). Conclusions: It was observed that the OHRQL was not associated with the premature loss of deciduous teeth. However, there is a difference in the OHRQL scores when comparing the groups of presence and absence of premature loss. / Tesis

Cette recherche porte sur la compréhension du fonctionnement psychique (affectif et cognitif) des enfants porteurs d’une dyspraxie développementale. La première partie consiste à définir la dyspraxie développementale dans les classifications et dans l’histoire. Ensuite quinze enfants (une fille et quatorze garçons) âgés de 5 ans 8 mois à 10 ans 11 mois ont été vus en bilan psychologique approfondi (Rorschach, TAT, UDN II, Dessin de la famille, figure complexe de Rey, R-CMAS et MDI-C) interprété dans une dimension psychanalytique. Deux hypothèses ont été mises à l’épreuve : La dyspraxie développementale s’inscrit dans une pathologie limite de l’enfant comme définie par la CFTMEA et la dyspraxie développementale entraîne un trouble des contenants de pensée lié à un trouble de la contenance corporelle. Les résultats permettent de discriminer trois groupes d’enfants objectivant ainsi des figures de la dyspraxie. Le groupe 1 composé de quatre enfants présente une pré-psychose et un retard d’organisation du raisonnement. Le groupe 2 composé de sept enfants est typique de la dyspraxie développementale. Les enfants présentent une pathologie limite de l’enfant avec dysharmonie d’évolution et dysharmonie cognitive. Enfin le groupe 3 comprend quatre enfants. Ils présentent un fonctionnement proche du groupe 2 mais leur économie psychique tend vers la névrose. Ils présentent un investissement de la cognition. La recherche se termine par des études de cas. / This research is about the comprehension of the psychological functioning (emotional and cognitive) of the children who are carriers of a dyspraxia. The 1st part consists in defining the dyspraxia in the classifications and History. Then 15 children (1 girl and 14 boys) aged from 5 years 8 months to 10 years 11 months have been seen for an extensive psychological exam (Rorschach, TAT, UDN II, Family Drawing, Rey-Osterrieth complex figure, R-CMAS, MDI-C interpreted in a psychoanalytical dimension. Two hypothesis have been put to the test : the dyspraxia is incorporated within a “Limit Pathology of the Child” as defined by the CFTMEA and the dyspraxia leads to a disorder of the thought container linked to a disorder of the plain body feeling. The results allow to discriminate 3 groups of children thus objectifying the dyspraxia figures. Group 1, composed of 4 children, presents a pre-psychosis and a retardness in the cognition organization. Group 2, composed of 7 children, is typical of the dyspraxia ; The children present a “Limit pathology of the child” with an evolution disharmony and a cognitive disharmony. Finally, group 3 is composed of 4 children. They present a functioning close to group 2 but their psychological economy tends to neurosis. They present a cognition investment. The research ends with case studies.