Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:12:15Z No. of bitstreams: 1 MariaAurelinaMachadoDeOliveira_TESE.pdf: 2896131 bytes, checksum: 44d3cc2a223219cb04fbc53ea5e5f3fc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-27T14:40:44Z (GMT) No. of bitstreams: 1 MariaAurelinaMachadoDeOliveira_TESE.pdf: 2896131 bytes, checksum: 44d3cc2a223219cb04fbc53ea5e5f3fc (MD5) / Made available in DSpace on 2017-01-27T14:40:44Z (GMT). No. of bitstreams: 1 MariaAurelinaMachadoDeOliveira_TESE.pdf: 2896131 bytes, checksum: 44d3cc2a223219cb04fbc53ea5e5f3fc (MD5) Previous issue date: 2016-08-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A Cambridge Worry Scale ? uma escala multidimensional elaborada para avaliar o tipo e a intensidade da preocupa??o de gestantes com bons ?ndices de validade e confiabilidade. Desta forma o objetivo geral desta pesquisa foi adaptar e analisar as evid?ncias psicom?tricas da Cambridge Worry Scale, que avalia preocupa??es maternas em gestantes. Os objetivos espec?ficos foram: a) fazer a adapta??o sem?ntica dos itens da Cambridge Worry Scale do ingl?s para o portugu?s brasileiro b) avaliar evid?ncias de validade de conte?do atrav?s do Coeficiente de Validade de Conte?do (Etapa 1); c) verificar elementos de validade e confiabilidade da Cambridge Worry Scale atrav?s de procedimentos de avalia??o psicom?tricos (Etapa 2). Adapta??o transcultural de corte transversal realizada com 420 gestantes a partir de 13 anos de idade assistidas em Unidades B?sicas de Sa?de de Natal (RN). Utilizou-se como instrumentos: 1) Question?rio Estruturado (dados sociodemogr?ficos e gestacionais); 2) Cambridge Worry Scale (CWS); 3) Perfil Psicossocial no Pr?-natal (PPP); e a Escala de Apoio Social. O projeto cumpriu os aspectos ?ticos tendo obtido parecer favor?vel (572.558/ 2014) do Comit? de ?tica em Pesquisa da UFRN. As an?lises dos dados foram feitas com o aux?lio do software SPSS (21.0). Na Etapa 1 efetuou-se estat?sticas descritivas (frequ?ncia e Coeficiente de Valida??o de Conte?do - CVC) e c?lculo do Kappa de Fleiss. Na Etapa 2 usou-se an?lise fatorial explorat?ria e confirmat?ria, teste t, ANOVA, correla??es de Pearson; e c?lculo do alfa de Cronbach. Na Etapa 1 obteve-se a autoriza??o formal dos autores; prepara??o e consolida??o da vers?o preliminar; e valida??o de conte?do acerca dos crit?rios Clareza, Pertin?ncia Pr?tica e Relev?ncia Te?rica, cujos CVC foram maiores que 0,8 na maior parte dos itens. A Dimens?o Te?rica apresentou concord?ncia substancial (k=0,7164). A Etapa 2 refere-se ? coleta de dados de 420 gestantes. A m?dia de idade foi 26,85 (?8,93) anos, a maioria apresentou baixa escolaridade e renda, era dona de casa, cat?lica, e vivia em uni?o est?vel. Predominaram mult?paras, com baixo hist?rico de aborto e n?o planejamento da gesta??o. Os resultados da An?lise Fatorial Explorat?ria com rota??o Oblimin, seguida de An?lise Fatorial Confirmat?ria para a vers?o de 16 itens e 13 itens (reduzida), indicaram bons indicadores de validade e confiabilidade para ambos modelos. Houve diferen?as na estrutura fatorial dos 2 modelos. A vers?o de 16 itens apresentou 5 fatores, a maioria organizados conforme a original. A vers?o reduzida se mostrou similar ao modelo original, por isso se indica seu uso. A escala presentou validade convergente, divergente e de construto confirmada pelas correla??es entre os fatores da CWS e os escores de estresse (convergente), autoestima e apoio social (divergente). A validade de crit?rio foi observada pelas diferen?as do valor total e fatores da CWS entre grupos de gestantes (prim?paras/mult?paras; adolescentes/adultas jovens/tardias). A confiabilidade avaliada atrav?s da consist?ncia interna da escala foi satisfat?ria (valor ?=0,825) bem como dos fatores (?=0,64-0,74). Os resultados psicom?tricos com rela??o ? validade e confiabilidade da vers?o brasileira da CWS indicam que a escala ? apropriada para ser utilizada. Instrumento ?til e de f?cil aplica??o que pode ser usado por pesquisadores e cl?nicos para avaliar preocupa??es de gestantes. / The Cambridge Worry Scale is a multidimensional scale created to evaluate the type and intensity of pregnant worry with good rates of validation and trustworthiness. This research?s main objective was to adapt and analyze the psychometric evidences of the Cambridge Worry Scale, which evaluates maternal worries on pregnant women. The specific goals were: a) adapt the semantic items in the Cambridge Worry Scale from English to Brazilian Portuguese b) evaluate content validation evidences through the content validation coefficient (stage 1); c) verify validation and trustworthiness elements of the Cambridge Worry Scale through psychometric evaluation procedures (stage 2). Transcultural adaptation of transversal cut done with 420 pregnant women from the age of 13 assisted in Basic Health Units in Natal (RN). It was used as instruments: 1) Structured quiz (socio-demographic and pregnancy data); 2) Cambridge Worry Scale (CWS); 3) Psychosocial profile in pre-birth (PPP); and the social support scale. The project fulfilled the ethnic aspects having a favorable juridical decision (572.558/ 2014) from the UFRN?s Ethics and Research Committee. The data analysis were done with the help from the SPSS (21.0) Software. On stage 1 descriptive statistics were done (frequency and validation coefficient of the content - CVC) and Kappa?s Fleiss calculus. On stage 2 we used the exploratory and confirmatory factorial analysis, t test, ANOVA, Pearson Correlation; and Cronbach?s alpha calculus. On stage 1 we had the formal authorization from the authors; preparation and consolidation of the preliminary version; and content validation about the Clarity criteria, Practical Pertinence and Theoretical Relevance, which CVCs were higher than 0.8 in most of the items. The Theoretical Dimension presented a substantial conformity (k=0.7164). Stage 2 refers to the collection of data from 420 pregnant women. The average age was 26.85 (?8,93) years old, most of them presented low education and income level, they were house wives, catholic, and married. Women with multiple kids predominated, low abortion rate history and there weren?t a pregnancy planning. The exploratory factorial analysis with Oblimin rotation, followed by the confirmatory factorial analysis for the 16 items and 13 items (reduced), pointed good validity indicators and trustworthiness for both models. There were differences in the factorial structure of both models. The 16 items presented 5 factors, most of them organized according to the original. The reduced version showed itself similar to the original model, and that?s why its usage is indicated. The scale presented convergent validation, divergent and confirmed construct by the correlation between CWS factors and stress scores (convergent), self-esteem and social support (divergent). The criteria validation was observed through the difference of the total score and factors of the CWS amongst pregnant groups (first pregnancy/multi pregnancy; teenagers and adults young/late). The evaluated trustworthiness through the internal consistency of the scale was good (valor ?=0.825) as so did the factors (?=0.64-0.74). The psychometric results regarding the validity and trustworthiness of the Brazilian version of the CWS points out that the scale is appropriate to use. It?s a useful and easy to apply instrument that can be used by researchers and clinics to evaluate pregnant worries.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T13:24:02Z No. of bitstreams: 1 2010 - Maria da Concei??o Gomes Valle.pdf: 723947 bytes, checksum: 32d6cc2b293622a0f6421b98fec77fcf (MD5) / Made available in DSpace on 2018-09-19T13:24:02Z (GMT). No. of bitstreams: 1 2010 - Maria da Concei??o Gomes Valle.pdf: 723947 bytes, checksum: 32d6cc2b293622a0f6421b98fec77fcf (MD5) Previous issue date: 2010-04-01 / The general objective of this investigation was to analyze environmental education, a discipline offered to undergraduate students in Administration, Agronomy, Economics, Domestic Economics, History, Agricultural Engineering, Food Engineering, Forest Engineering and Zoo Technology at the UFRRJ. The specific objectives were: Verify whether the Core Curriculum of the Undergraduation courses under study meet the propositions of the Curricular Guidelines in relation to the environmental issue; Analyze the Analytical Programs of the disciplines in the Core Curriculum of each course under study in order to identify contents related to the environmental issue; Compare with the Core Curriculums of the courses at the UFRRJ considering environmental education; Determine how concerned students are about the environment. This investigation was carried out Descriptively, by means of Documenting and using Field Research. This study provides a qualitative and quantitative analysis of students? education taking into consideration the aspects that involve the environmental dimension. The methods that were used are the following: Quantitative, Qualitative and Comparative. In a total of 682 seniors registered in the courses where the survey was carried out, 404 filled out a form. We found out that students from all the courses were deeply concerned about the environment. And also that the introduction of the environmental issue in the Core Curriculum, with an interdisciplinary focus, requires a theoretical and methodological reform of the academic structure. The interviewees had a tendency to consider: environmental education deficient in Administration, Economics and History, fair in Agronomy, Agricultural Engineering, Food Engineering, Zoo Technology and Domestic Economics and good only in Forest Engineering. / O objetivo geral nesta investiga??o consistiu em analisar a forma??o ambiental recebida pelos estudantes dos cursos de Administra??o, Agronomia, Ci?ncias Econ?micas, Economia Dom?stica, Hist?ria, Engenharia Agr?cola, Engenharia de Alimentos, Engenharia Florestal e Zootecnia da UFRRJ. Os objetivos espec?ficos foram: Verificar se a Matriz Curricular dos cursos de Gradua??o, em estudo, atende ?s proposi??es das Diretrizes Curriculares quanto ? tem?tica meio ambiente; Analisar os Programas Anal?ticos, das disciplinas da Matriz Curricular, de cada curso em estudo, para identificar conte?dos relativos ? tem?tica ambiental; Realizar uma compara??o entre as Matrizes Curriculares dos Cursos da UFRRJ quanto ? forma??o ambiental; e Determinar o grau de preocupa??o ambiental dos estudantes. Foram articuladas as modalidades de pesquisa: Descritiva, Documental e Pesquisa de Campo. Tratase de uma an?lise quantitativa e qualitativa da forma??o dos alunos quanto aos aspectos que envolvem a dimens?o ambiental. Foram utilizados os m?todos de pesquisa: Quantitativo, Qualitativo e Comparativo. Foi aplicado um survey a 402 alunos, de um total de 682 matriculados nos ?ltimos per?odos. Verificou-se que os alunos de todos os cursos apresentaram alta preocupa??o ambiental e que a introdu??o da tem?tica ambiental na Matriz Curricular, a partir de um enfoque interdisciplinar, necessita de uma reformula??o te?rica e metodol?gica da estrutura acad?mica. Os entrevistados indicaram uma tend?ncia em considerar: deficiente a forma??o ambiental nos cursos de Administra??o, Ci?ncias Econ?micas e Hist?ria; regular nos cursos de Agronomia, Engenharia Agr?cola, Engenharia de Alimentos, Zootecnia e Economia Dom?stica; e boa apenas no curso de Engenharia Florestal.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-01T17:47:44Z No. of bitstreams: 1 2013 - Bruno de Oliveira Costa.pdf: 983143 bytes, checksum: b24e9c2bdd02555eebb874922bce5db6 (MD5) / Made available in DSpace on 2018-11-01T17:47:44Z (GMT). No. of bitstreams: 1 2013 - Bruno de Oliveira Costa.pdf: 983143 bytes, checksum: b24e9c2bdd02555eebb874922bce5db6 (MD5) Previous issue date: 2013-08-29 / CAPES / Thought and action are the result of interactions and professional experiences along teachers? careers. The knowledge and skills of teachers towards teaching context lead to different levels of concerns. The objective of this study was to investigate the relationship between pedagogical concerns of physical education teachers and the stages of professional development. This research is descriptive and was conducted in two phases. The first phase involved the application of Teachers Concerns Questionnaire - Physical Education (TCQ-PE, MCBRIDE, 1998) to 254 physical education teachers from education municipality of Rio de Janeiro, to identify their pedagogical concerns. The TCQ-P, (McBride, 1998), consists of 15 assertions that characterizes teachers' concerns into categories self, task and impact. In the second phase were selected eight teachers according to the stage they were at in their careers. These teachers were interviewed in order to know if their pedagogical concerns corresponded to the stage where they were in the teaching career. Data analysis in the first phase was quantitative and descriptive, while in the second phase proceeded content analysis of the transcribed interviews. The results show the predominance of concerns about the impact at all career stages, except those teachers of disinvestment phase that were more concerned with the task. Concerns about task and the impact were stable between career stages, while there was a slight decrease of self concerns when teachers progressed in his career. There was a tendency of teachers' concerns correspond with career stages, except the case a teacher in the diversification phase. Thus, partial match was found between teachers concerns and stages of professional development, despite commonalities and interactions established as teachers advance the teaching profession. / O pensamento e a a??o resultam da intera??o das distintas experi?ncias profissionais vivenciadas ao longo da carreira docente dos professores e o contexto em que trabalham. Os conhecimentos e compet?ncias dos professores confrontados com as demandas de contexto do ensino geram diferenciados n?veis de preocupa??es. O objetivo central deste estudo foi verificar se existe correspond?ncia entre as preocupa??es pedag?gicas manifestadas pelos professores de educa??o f?sica e os est?gios de desenvolvimento profissional. A pesquisa ? descritiva e foi realizada em duas fases. A fase extensiva de car?ter quantitativo e a fase intensiva de car?ter qualitativo. A amostra da fase extensiva ? composta de 254 professores de educa??o f?sica do munic?pio do Rio de Janeiro. Desta amostra selecionou-se oito professores para compor a amostra da fase intensiva, consoante com a fase da carreira. O instrumento utilizado na fase extensiva foi o Teachers Concerns Questionnaire ? Physical Education (TCQ-PE, MCBRIDE, 1998), composto de 15 assertivas que classifica as preocupa??es dos professores nas categorias consigo, com a tarefa e com o impacto. Na fase intensiva, o instrumento utilizado foi uma entrevista semi-estruturada com quest?es baseadas nas categorias de preocupa??es da teoria de Fuller (1969) e que constam do TCQ-PE. O tratamento dos dados da fase extensiva deu-se mediante estat?stica descritiva, destacando-se valores de m?dia e desvio padr?o das preocupa??es dos professores de educa??o f?sica. As entrevistas da fase intensiva da pesquisa foram transcritas e a an?lise das transcri??es foi realizada mediante an?lise de conte?do. Os resultados apontam que as preocupa??es com o impacto foram predominantes em todas as fases da carreira, exceto na fase de desinvestimento que apresentou maiores valores com a tarefa. Observou-se tamb?m que os escores das categorias de preocupa??es com a tarefa e com o impacto se mantiveram est?veis entre as fases da carreira, enquanto as preocupa??es consigo mostraram leve decr?scimo. Quanto a rela??o entre as preocupa??es dos professores e as fases da carreira identificou-se que h? uma tend?ncia de correspond?ncia entre as preocupa??es relatadas pelos professores e a fase em que se encontravam na carreira, exceto um caso da fase de diversifica??o. Dessa forma, foi verificada correspond?ncia parcial entre preocupa??es dos professores e as fases de desenvolvimento profissional, apesar de verificar-se comunalidades e intera??es estabelecidas conforme os professores avan?am na carreira docente.