scholarly journals O perfil econômico de estudantes dos cursos de formação de professores no Brasil / The Profile of Students from Teacher Training Courses in Brazil

2016 ◽  
Vol 3 (1) ◽  
pp. 121-134
Author(s):  
Paulo César Geglio ◽  
Maria Sileide Moreira ◽  
Wilandia Mendes de Oliveira ◽  
Márcia Adelino Da Silva Dias
Keyword(s):  
Teacher Training ◽  
Family Income ◽  
Mathematics Pedagogy ◽  
Chemistry Students ◽  
Education Philosophy ◽  
Monthly Family Income ◽  
Language And Literature ◽  
Income Data ◽  
Training Courses ◽  
Economic Profile

ABSTRACTThis paper presents a discussion about the economic profile of students from teacher training courses in Brazil whose analysis is drawn on monthly family income data of Biology, Physical Education, Philosophy, Physics, Geography, History, Language and Literature, Mathematics, Pedagogy and Chemistry students who participated in the Exame Nacional de Desempenho de Estudantes (Enade) back in 2005, 2008 and 2011. The study was carried out in a comparative way of the profile of each sample with regard to the years previously mentioned. Data were collected and compiled by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) through the application of socio-economic surveys to students during the very performance of Enade. In addition, data used can be found in Enade’s reports. It was concluded that the majority of students in the sample have a characteristic profile of C, D and E economic classes, which exceeds to the first one. Such classification was carried out based on Neri’s interpretation (2008) about the current concept of the division of economic classes.RESUMOEste texto apresenta uma discussão sobre o perfil econômico de estudantes dos cursos de formação de professores no Brasil, cuja base de análise são dados a respeito da renda familiar mensal de estudantes dos cursos de Biologia, Educação Física, Filosofia, Física, Geografia, História, Letras, Matemática, Pedagogia e Química que participaram do Exame Nacional de Desempenho de Estudantes (Enade) nos anos de 2005, 2008 e 2011. O estudo é realizado de maneira comparativa ao perfil de cada amostra em relação aos anos citados. Os dados examinados estão presentes nos relatórios do Enade, e foram coletados e compilados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), por meio de questionários socioeconômicos aplicados aos estudantes na ocasião da realização do Enade. Concluímos que a maioria dos estudantes da amostra têm perfil econômico característico das classes C, D e E, sobrepujando para a primeira. Essa classificação foi realiza-da com base na interpretação de Neri (2008), sobre o conceito de divisão de classes econômica atual. Contato principal: [email protected]

scholarly journals La obra literaria en la enseñanza de las lenguas y los géneros textuales

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Dora Riestra
Keyword(s):  
Teacher Training ◽  
Literary Work ◽  
Literary Text ◽  
Work Of Art ◽  
Teaching Language ◽  
Language And Literature ◽  
Training Courses ◽  
The Relationship ◽  
Organizing Principles ◽  
Formación Docente

Este artículo trata una cuestión teórico-práctica que atañe a los contenidos lingüísticos y las obras literarias en la enseñanza. La diversidad de disciplinas de las Ciencias del lenguaje y el consiguiente efecto de fragmentacióndel objeto de enseñanza, pone a la Didáctica de la lengua y la literatura frente a la tarea de reunir en la formación docente los contenidos de disciplinas de referencia y áreas de conocimiento diferentes. Además, el texto literario,como obra de arte, tiene aspectos culturales y técnicos que nos plantea otra integración de contenidos, necesaria en la conformación del objeto de enseñanza. Frente a estos desafíos de articulación teórica de la relación entre ellenguaje, las lenguas y las artes del texto, nos basamos en los programas de Saussure, Vygotski y Voloshinov, que orientan la búsqueda epistemológica en la problemática didáctica. Desde esta perspectiva abordamos losconceptos de signo y de género como principios organizadores de reformulación del objeto de enseñanza. Las formulaciones de lnteraccionismo socio-discursivo (BRONCKART, 1997) y de las Ciencias de la cultura (RASTIER, 2012) son los marcos teóricos que nos permiten delimitar la relación entre el texto/enunciado y la obra de arte literaria.Palabras claves: didáctica, lenguaje y literatura, signo, obra literaria, género textual.AbstractThe Literary Work in Teaching Tongues and Texts Genres This paper reviews the linguistic contents taught and the place assigned to literary works when teaching language. The diversity of disciplines in Language Sciences has produced fragmentation of the object of teaching; as a result, the Didactics of Language and Literature should include contents of language and literature in teacher training courses. With regard to the literary text as a work of art, the issue is both cultural and technical in nature, two aspects which also pose the need for integration in the object of teaching. The fact that the programs of Saussure, Vygotski and Voloshinov are still valid regarding the challenges of the theoretical articulation of the relationship between language and tongues guides the methodological search for tackling the issue of didactics. The concepts of sign and genre are organizing principles of the didactic object to be reformulated. The approaches of Sociodiscursive Interactionism (Bronckart, 1997) and the Science of Culture (Rastier, 2012) enable us to define the relationship between the text/statement and the literary work of art.Key words: didactics, language and literature, sign, literary work, text genres

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

Prevalence of vaginal candidiasis and associated factors in pregnant women with diabetes

2021 ◽  
Vol 15 (4) ◽  
pp. 1-9
Author(s):  
Doreen Macherera Mukona ◽  
Maxwell Mhlanga ◽  
Mathilda Zvinavashe
Keyword(s):  
Pregnant Women ◽  
Family Income ◽  
Cross Sectional Study ◽  
Vaginal Candidiasis ◽  
Cross Sectional ◽  
Monthly Family Income ◽  
Chi Squared ◽  
Diabetic Treatment ◽  
Living Children ◽  
Structured Questionnaire

Background/aims Vaginal candidiasis is commonly experienced by women with diabetes, but its prevalence is not well documented in Zimbabwe. This study aimed to assess the prevalence of vaginal candidiasis and factors associated with diabetic treatment adherence in pregnant women with diabetes. Methods This cross-sectional study was conducted on a consecutive sample of 157 participants from a central hospital in Harare, Zimbabwe. A structured questionnaire and physical examination of the perineum were used to collect data. All procedures were conducted in privacy. Diagnosis of vaginal candidiasis was made clinically. Data were analysed using the Chi-squared test, with P<0.05 being significant. Results The prevalence of vaginal candidiasis was 19.7%. There was a significant association between monthly family income (P=0.041), parity (P=0.029) and number of living children (P=0.049) and the presence of vaginal candidiasis. Women with poor adherence to diabetic therapy were 3.95 times more likely to have vaginal candidiasis (P=0.002). Conclusions Individualised health education on glycaemic control and good perineal hygiene remains key in the prevention of vaginal candidiasis among diabetic pregnant women.

scholarly journals Formação docente: exercício da coexistência de práticas que valorizem as diferenças culturais

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Solange Martins Oliveira Magalhães
Keyword(s):  
Teacher Training ◽  
Cultural Differences ◽  
Group Dynamics ◽  
Social Rights ◽  
Cultural Scripts ◽  
The World ◽  
Training Courses ◽  
Teachers Training ◽  
Culture Education ◽  
Theoretical Foundations

Resumo A sala de aula é lugar de sentidos e significados que atravessam tudo aquilo que é social. É espaço onde se estabelece o diálogo com as coisas do mundo, com a dinâmica dos grupos, e com diversos fundamentos teóricos ligados a diferentes projetos, que vão desde a transformação dos sujeitos, por meio da educação, à transformação do mundo, através dos sujeitos educados. A partir de uma concepção de educação que reclama por um processo de “democratização da cultura”, buscou-se valorizar os roteiros culturais dos alunos do curso de formação de professores – Pedagogia da Terra/UFG. O foco central foi estimular, nos cursos de formação docente, a participação de alunos e professores no exercício da tolerância e coexistência de práticas que valorizem as diferenças culturais. A valorização da relação cultura-educação fez parte do processo, ajudou no exercício da coletividade, via emancipação e afirmação de direitos sociais, no entendimento e apropriação das demandas culturais dos estudantes ligados à Via Campesina.Palavras-chave: Relação Cultura-educação; Diferenças Culturais; Diversidade cultural. Teacher training: exercise of practices coexistence that value cultural differences AbstractThe classroom is a place of senses and meanings that cross everything that is social. It is space in which it is established a dialogue with the things of the world, with group dynamics, and several theoretical foundations linked to different projects ranging from transformation of the subjects through education, the transformation of the world through the educated subjects. From a conception of education that calls for a process of "democratization of culture", it was aimed to enhance the cultural scripts of students, teachers training course- Earth Pedagogy/UFG. The central focus was to stimulate in teacher training courses attended by students and teachers the exercise of tolerance and coexistence practices that value cultural differences. The appreciation of culture-education relationship was part of the process, and helped in the exercise of the community, via empowerment and affirmation of social rights, in understanding and appropriation of cultural demands of thestudents related to country culture.Keywords: Relation culture-education; Cultural differences; Cultural diversity.

scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

scholarly journals Sealant Utilization and its Influence on Caries Reduction in First Permanent Molars in Saudi Female School Children

2021 ◽  
Vol 15 (1) ◽  
pp. 583-590
Author(s):  
Fatimah Albaeejan ◽  
Doaa Bakhashwain ◽  
Alanoud Alsubaie ◽  
Azza Tageldin ◽  
Muhammad Nazir ◽  
...  
Keyword(s):  
Public Schools ◽  
Family Income ◽  
Fourth Grade ◽  
First Grade ◽  
World Health ◽  
Protective Effects ◽  
Fissure Sealants ◽  
Monthly Family Income ◽  
Permanent Molars ◽  
First Permanent Molars

Purpose: This study aimed to assess the utilization of fissure sealants and their influence on caries reduction in first permanent molars (FPMs) among 6-9 years old female schoolchildren in Dammam, Eastern Province of Saudi Arabia. Materials and Methods: First to fourth grade female children from public schools in Dammam participated in this cross-sectional study. Dental caries and fissure sealants in FPMs were examined clinically using the World Health Organization guidelines. In addition, the parents of the participants responded to a self-reported questionnaire. Results: The study analyzed the data of 449 children. Almost 44.3% of the participants had at least one FPM affected with caries. There were 8.7% of the participants who had fissure sealants in at least one FPM, and out of these, only 2.2% had four FPMs filled with sealants. A significantly greater proportion of participants with sealed FPMs had no caries than the lower proportion of participants without sealants who had caries (P=<0.05). The use of sealants increased significantly from first grade (10.3%) to second grade (30.8%), third grade (38.5%), and fourth grade (20.5%) (P=0.006). High monthly family income (P= 0.047) and having insurance (P=0.017) were significantly associated with increased sealant application. Nearly 21.9% of participants’ parents were aware of caries protective effects of dental sealants. Conclusion: The application of sealants was significantly associated with reduced caries in FPMs. Class year, monthly family income, and insurance were significantly associated with having sealants. Caries prevention programs for children should incorporate sealant application.

scholarly journals Knowledge and practices related to menstruation among Lucknow college students in North India: results from a cross-sectional survey

2021 ◽  
Author(s):  
Absar Ahmad ◽  
Surbhi G Garg ◽  
Suman Gupta ◽  
Ruqayya Alvi
Keyword(s):  
College Students ◽  
Family Income ◽  
Nuclear Family ◽  
North India ◽  
Premenstrual Symptom ◽  
P Value ◽  
Cross Sectional ◽  
Joint Family ◽  
Poor Knowledge ◽  
Monthly Family Income

Background: Girls in many low and middle-income countries enter puberty with knowledge gaps and misconceptions about menstruation may lead to unsafe hygienic practices that increase health risk. Despite such importance, educated girls' knowledge and hygienic practice towards menstruation are not well addressed in India. Consequently, the present study attempted to assess menstrual hygiene knowledge and practice among college students in Lucknow city in north India. Method: An online college-based cross-sectional study design was employed in Lucknow, the capital of Uttar Pradesh in India. Data collection was carried out from September 11 to September 25, 2020, using a google form among undergraduate and Postgraduate students. All variables that were significant at bivariate level (at P-value < 0.05) were entered into multivariate analysis using a logistic regression model to control for confounding factors. In the final model, P-value of less than 0.05 was used as a base to identify factors having a statistically significant association with poor knowledge and hygiene practice at corresponding 95% confidence interval. Results: More than half of students' ages of menarche were between 12-15 years, and duration of menses flow was between 3-5 days. The most common premenstrual symptom was abdominal pain (67%) and back pain (50.5%). Majority of the students had first time discussed menstrual problems with their mothers (69.2%). Around 94% of students were currently using a sanitary pad as an absorbent. Regarding cleanliness, about (90.9%) girls clean their genitals after urinating during mensuration. Around 18.9% used medication during menstruation. Multivariate analyses reveal that students of Science and Technology (vs Commerce and Management Students) and monthly family income 50-100 thousand (vs < 25 thousands) were associated with good knowledge about menstruation. In contrast, students' fathers were graduates (vs school educated); the occupation was 'Other'(vs Farmer) ; living in a nuclear family(vs Joint family) and residing in urban areas(vs Rural) were less likely to have good menstruation knowledge. Besides, good hygiene practices are less likely to have with 'Other' Religion(vs Hindu), working mother(vs Housewife), monthly family income between 25 to 50 thousand(vs <25 thousands), and Nuclear family(vs Joint family) (p<0.05). Conclusions Most college students had poor knowledge but followed hygienic practices correctly. It demonstrates a need to design acceptable awareness creation and advocacy programs to improve college students' knowledge during menstruation. Of all the sociodemographic factors, monthly income and types of family influenced students' knowledge and practices related to menstruation.

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