Basic Education Classes Research Articles

Friendship and Socio-Emotional Skills in 3rd / 4th Year Students in Portuguese Basic Education

We carried out quantitative research (descriptive, exploratory, transversal, explanatory) analyzing interpersonal/social friendship relationships (acceptance/refusal) and the mastery of socio-emotional skills in four classes with 3rd and 4th year students of basic education (sample N=91 students), in a School Group in Castelo Branco in Portugal, in the Pre-COVID period (November 2019), not being able to carry out the intervention of an Emotional Intelligence Development Program in these study subjects. We investigated the significant differences between the social friendship relationships (sociometric friendship test) of students in the 3rd/4th year of basic education and the analysis of the results obtained by the Emotional Skills Questionnaire. The study was guided by the following objectives: analyzing the acceptance/rejection of the relationship of 3rd/4th year students from the four basic education classes; verify the significant differences in friendship relationships between 3rd/4th year students by gender; know the differences between 3rd/4th year students by class in emotional skills; Determine the socio-emotional skills by gender of 3rd/4th year students by class. The results obtained confirmed that certain student behaviors in the group/class constitute an indicator of effective and valued social skills in this socialization context.

Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

The world has witnessed a technological revolution that has impacted almost all spheres of life. Technology is transforming the way people interact and do their everyday activities. This technological revolution has also transformed the teaching and learning space; now, the effectiveness of traditional teaching method is being challenged. However, technological advances are not universally available leading to a phenomenon called digital divided. In the classroom, empirical evidence has revealed a discrepancy between teachers and learners concerning ownership and use of technological devices. In some cases, teachers have more computer skills than learners; in other cases, learners are embracing technology more than their teachers. This disparity may serve to inhibit rather than facilitate learning. The constructivist paradigm was applied to enhance the dependability of the data and the credibility of the inferences drawn from the data. Purposive sampling technique facilitated select of information-rich participants or teachers who were able to give a detailed account of the digital gap phenomenon in schools. Structured interviews and focus group sessions were used to capture the livid experiences and perspectives of the teachers. Diffusion of innovation theory, technological acceptance model and technological pedagogical content knowledge framework were also used to explain the level of technology acceptance in schools. The findings of the study pointed towards the existence of the digital divide with learners embracing technology much faster than the teachers. Younger teachers were reported to be interested in the use of technology more than long-serving teachers. The paper presents solutions aimed at reducing the digital gap.

Использование метода круговой тренировки для развития силовых способностей студентов РГАУ – МСХА на занятиях базовой физической культурой

The article discusses methodological recommendations and general principles of conducting classes on basic physical culture at the university using the method of circular training. The authors set a goal: to study the influence of the circular training method on the development of strength abilities of the muscles of the upper shoulder girdle and lower extremities in female students. To achieve the goal, the following methods were used: analysis of educational and methodological literature, pedagogical observation, pedagogical testing. It was assumed that the use of circular training using moderate weights without changing the weight of the projectiles, but increasing the number of series-circles, would lead to an increase in the strength indicators of the subjects. The study took place over three months. During this period of time, 2nd-year students of the Faculty of Economics of the K. A. Timiryazev Academy were undergoing a training program in the discipline basic physical culture according to the system of circular training proposed by us, focused on the development of strength abilities. According to the results of the study, all the subjects were able to significantly increase the number of repetitions in strength tests: push-ups from the prone position and squats with a barbell weighing 35 kg. Thus, we have come to the following conclusions: 1) the use of the circular training method in basic physical education classes is effective for the development of students' strength abilities; 2) circular training with fixed weights is successfully applied not only to develop the quality of endurance, but also the actual strength abilities of the muscles of the shoulder girdle and lower extremities.

Effect of Learner-Centred Nutritional Counselling Program on Eating Behaviours of Students in Middle Basic Education Classes

The purpose of this research was to determine the effect of a learner-centred nutritional counselling program on eating behaviours of Nigerian students at the middle basic education level. This research is a pretest–posttest control group study that was conducted among 102 students in middle basic education classes with poor eating behaviours. These students were assigned to the treatment group (number of participants=51) and the no-contact control group (number of participants=51). A quantitative assessment tool – the Child Eating Behaviour Questionnaire –facilitated the data gathering process at three different time points. Results indicate that the eating behaviours of students in the treatment group (learner-centred nutritional counselling group) improved positively after the program, t(100)= -35.121, p<.001. At follow-up, the significant positive effects experienced by the treatment group due to the learner-centred nutritional counselling program were maintained, t(100)= -35.72, p<.001. The finding suggests that the use of learner-centred nutrition counselling program is advantageous for improving students' eating behaviours at the middle basic education level. Prospective long-term appraisal of the efficacy of learner-centred nutritional counselling intervention on students' eating behaviours with active control group is necessary.

Three-Dimensional Models of Soil-Transmitted Helminth Eggs from Light Microscopy Images.

The World Health Organization indicates that more than 1.5 billion people are infected with geohelminths. Soil-transmitted helminths prevail mostly in tropical and subtropical regions, in areas with inadequate hygiene and sanitation conditions, and basic health education problems. Nematode eggs are structures of resistance and infection by fecal–oral transmission. When STH eggs are ingested, they can infect the potential host, causing abdominal pain, diarrhea, anemia, malnutrition, and physical-cognitive impacts in children. Taking advantage of the increasing employment of three-dimensional models of these structured based on light microscopy images to improve the research area and education could be an alternative to improve health education and spread scientific information on transmission and prevention. The objective of this work was to produce 3D printed models from bi-dimensional images of eggs based on their real morphological and morphometric characteristics. The virtual models were reconstructed from the acquisition and selection of images obtained using light microscopy. After selecting referential images, we constructed the models based on the vectorization of the egg structures. After vectorization, 3D modeling was performed and printed in PLA. 3D models have a high potential to contribute to the advanced morphological studies and teaching of parasitological sciences, enriching the teaching-learning process applicable in presential or remote teaching of basic education, undergraduate, and post-graduation classes.

As metodologias ativas na construção do conhecimento científico: utilização do método JigSaw (quebra-cabeças) e mapa conceitual para o ensino de funções oxigenadas

Trata-se da apresentação de alguns resultados alcançados em um processo investigativo maior e visa contribuir com o ensino de ciências, especificamente da química orgânica, a partir da introdução dos Temas geradores e das metodologias ativas nas aulas da Educação Básica. A pesquisa possui como objetivo analisar os resultados da aplicação de duas metodologias ativas –JigSaw (Quebra-Cabeças e Mapas Conceituais) nas aulas de funções orgânicas oxigenadas a partir da contextualização com o Tema Gerador: ‘As plantas medicinais como forma de medicamento natural’. Participaram desta investigação 18 alunos da 3ª série do ensino médio, de uma escola estadual na cidade de Alagoa Grande, interior da Paraíba, em 2019. Nesta pesquisa qualitativa escolheu-se o tema ‘Plantas Medicinais’ para principiar a trilha de conhecimento, como coleta de dados utilizou a observação participante e as atividades desenvolvidas durante a aplicação das metodologias ativas: JigSaw e mapas mentais. Após a coleta de dados foi possível observar, como resultados, que a intervenção e a aplicação de metodologias inovadoras favoreceram o processo de aprendizagem e a participação ativa da turma nas aulas de química. Consequentemente o desenvolvimento científico e curricular foi satisfatório bem como o desenvolvimento da argumentação e da interação dos alunos, deixando clara a importância de aulas inovadoras que desenvolvam não só o conhecimento curricular como também a face social dos alunos.

SOCIAL AND PSYCHOLOGICAL PROBLEMS RELATED WITH THE LACK PERSONAL SPACE IN CHILDREN IN BASIC EDUCATION CLASSROOMS(A COMPARATIVE STUDY BETWEEN A RURAL SOCIETY AND AN URBAN SOCIETY)

The present study aimed to identify the social and psychological problems associated with the lack of personal space in a sample of children in basic education classes. The sample consisted of (200) children divided into (100) children in a rural environment (50) private schools (50) government schools And (100) children in an urban environment (50) private schools and (50) government schools. The researcher used the comparative descriptive approach and used the personal space scale, the social relations scale, the family life quality scale, and the children's personality assessment scale The research has reached results, the most important of which is that there is a statistically significant correlation relationship between the personality assessment scale and between (relationship and friendship relationship, the total score of the personal space scale) in the rural sample, while there is no statistically significant correlation relationship between the personality assessment scale and all From (formal relationship, relationship with strangers, confrontation from back - front - right - left) in the countryside sample. There is a correlation relationship between the personality assessment scale and each of (facing from the back - front - right - left, the total score of the personal space scale) in the urban sample, while there is no statistically significant correlation between the personality assessment scale and both (relationship relationship And friendship, formal relationship, relationship with strangers) among the urban sample. . There is a statistically significant correlation relationship between the social relations scale and each of (relationship and friendship relationship, the formal relationship, the total score of the personal space scale) in the rural sample, while there is no statistically significant correlation relationship between the social relations scale and both (relationship with strangers) I have a rural sample. There is a statistically significant correlation relationship between the scale of social relations and each of (the relationship of kinship and friendship, the formal relationship, confrontation from the back - front - right - left, the total score of the personal space scale) in the urban sample, while there is no statistically significant correlation between A measure of social relations and between each of the (relationship with strangers) in the urban sample. The studies also recommended a set of recommendations, the most important of which are: 1- An appropriate degree of personal space must be provided in the classroom and the child's personal space must be respected. 2- Conducting more studies that deal with the needs of the personal space and its relationship to different age stages in different environments. 3- Failure to accept numbers of children greater than the permissible limit in schools.

An Exploration of the Deterrents to Adult Basic Education Among Blue Collar Workers

This phenomenological study explored how blue collar workers employed in a north Mississippi manufacturing facility described their reasons for not participating in adult basic education (ABE) when nonparticipation would result in termination. The structure of the ABE classes was designed to reduce the costs and time constraints to participation. A group of 8 respondents constituted the sample from a population of 23 nonparticipating workers and maximal variation sampling was used to increase gender, race, and age diversity within the sample. Three major themes emerged as deterrents to participation: (a) Test of Adult Basic Education and ABE classes were not perceived as relevant, (b) fear of embarrassment, and (c) low self-efficacy (i.e., a self-perceived lack of capability to perform successfully). However, lack of relevancy and fear of embarrassment were found to be used as reasons for nonparticipation when low self-efficacy in learning new material, reading, and math problem solving were present.

ФОРМУВАННЯ ЗДОРОВ’Я СТУДЕНТІВ АГРАРНИХ СПЕЦІАЛЬНОСТЕЙ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article deals with the main issues of agrarian students' health. A questionnaire was conducted of students of the first and second year of boys and girls who determined the attitude of students to their own health; major barriers to maintaining and promoting student health; determined their interest in physical education and sports. In modern society where the decline in the health of our youth, especially adolescents, the need to form their healthy habits, physical exercise, and in general healthy lifestyle is one of the priority areas of modern education in Ukraine. Student youth is the future of our country, so increasing health and physical activity require special attention from the side of the health care system in Ukraine. The promotion of the health of every citizen is the subject of much attention in most countries of the world: a healthy person is healthy nation. Therefore, the problem of health and their strengthening at the present stage of development of the Ukrainian state is quite important. Increasing the level of health, motivation and physical activity of students of agricultural specialties of the first and second year of boys and girls remains an urgent issue. One of the major factors affecting health is physical education. It should be noted that most students do not pay proper attention to physical activity. It is considered low by every fourth year student and almost every second year student. On average, between 5% and 9% of students are exempted from basic physical education classes (a special medical group consisting of individuals who are forced to attend special program for health reasons; this group increases over the years of study). According to the questionnaire of students according to their state of health, the students of the first and second year are low in boys and girls, the main obstacle for health promotion is the lack of time. According to the survey, it is conditional to divide into four typological groups according to the time spent for physical exercise and sports: 1) students who do not show physical and sports activity; 2) students with insufficient physical and sports activity; 3) students with optimal physical and sports activity; 4) students with relatively high physical activity.

Learners’ experience and perceived impact of a health literacy program in adult basic education: a qualitative study

Qualitative interview study. We conducted semistructured interviews as part of the evaluation of the 18-week health literacy program, with participants purposively recruited from six health literacy classes (n = 22). Researchers trained in qualitative methods interviewed adult learners either face to face or over the phone using a topic guide. Data was analysed using the Framework method, a matrix-based approach to thematic analysis. The majority of interviewees were female, lived in metropolitan areas and were from non-English-speaking backgrounds. Most had existing self-reported health problems and inadequate functional health literacy. Most participants described positive impacts of the health literacy course on their language, literacy and numeracy skills, functional health literacy skills, and health knowledge. They also reported being able to translate this into health actions including interacting with providers, accessing and using healthcare, and managing health and illness (e.g. making healthier food choices). Learners also described positive social outcomes of the course, including feelings of connectedness and interpersonal trust within a new network of learners, and reported sharing new knowledge with others in their communities. The findings add value to existing limited evidence that has demonstrated the untapped potential of adult basic education to develop health literacy skills among socially disadvantaged groups. Learners valued the opportunity to share experiences in structured group learning, and reported confidence to transfer new knowledge into their home and wider social network.

Elective Course as a Means of Forming a Sports Life Style of Students: Physical Culture and Sports

Improving the quality of higher education in Russia necessitates its organization on the basis of modern approaches, including those affecting the field of physical education, upbringing, development and rehabilitation of students. It has long been proven that the basis of human life, his labor activity, achievements, longevity and success is his health. It, in turn, depends on socio-economic, sanitary-hygienic, material, technical, environmental conditions, as well as on the lifestyle of the person himself, his nutrition, on the healthcare system in the country, on the education of the person, and most importantly - on his level physical activity. The healing effect of various physical exercises is that the working muscles are closely interconnected with the human nervous system, its metabolism and the work of internal organs. Based on this, the article substantiates the role of elective courses in physical culture and sport in the educational and cognitive activities of students as the main tool for shaping a sports lifestyle, the need for active physical activity. The basis of elective courses in physical education and sports, the main purpose of which is to strengthen sports-oriented physical education, is to take into account the interests and needs of students involved in the optional sports complex of the educational organization in sports sections. The ability to choose the type of sporting activity and the lack of a form of control as an academic unit significantly increased the positive attitude of students to basic physical education classes.

Skills for Shared Decision-Making: Evaluation of a Health Literacy Program for Consumers with Lower Literacy Levels.

Background:Shared decision-making (SDM) has been found to be significantly and positively associated with improved patient outcomes. For an SDM process to occur, patients require functional, communicative, and critical health literacy (HL) skills.Objective:This study aimed to evaluate the impact of a program to improve health literacy skills for SDM in adults with lower literacy.Methods:An HL program including an SDM component (HL + SDM) and teaching of the three “AskShareKnow” questions was delivered in adult basic education settings in New South Wales, Australia. The program was evaluated using a partially cluster-randomized controlled trial comparing it to standard language, literacy, and numeracy (LLN) training. We measured the effect of these programs on (1) HL skills for SDM (conceptual knowledge, graphical literacy, health numeracy), (2) types of questions considered important for health decision-making, (3) preferences for control in decision-making, and (4) decisional conflict. We also measured AskShareKnow question recall, use, and evaluation in HL + SDM participants.Key Results:There were 308 participants from 28 classes enrolled in the study. Most participants had limited functional HL (71%) and spoke a language other than English at home (60%). In the primary analysis, the HL + SDM program compared with the standard LLN program significantly increased conceptual knowledge (19.1% difference between groups in students achieving the competence threshold; p = .018) and health numeracy (10.9% difference; p = .032), but not graphical literacy (5.8% difference; p = .896). HL + SDM participants were significantly more likely to consider it important to ask questions that would enable SDM compared to standard LLN participants who prioritized nonmedical procedural questions (all p < .01). There was no difference in preferences for control in decision-making or in decisional conflict. Among HL + SDM participants, 79% (n = 85) correctly recalled at least one of the AskShareKnow questions immediately post-intervention, and 35% (n = 29) after 6 months.Conclusions:Teaching SDM content increased participants' HL skills for SDM and changed the nature of the questions they would ask health care professionals in a way that would enable shared health decisions. [HLRP: Health Literacy Research and Practice. 2019;3(Suppl.):S58–S74.]Plain Language Summary:We developed a health literacy program that included a shared decision-making (SDM) section. The program was delivered in adult basic education classes by trained educators and compared to standard language, literacy, and numeracy training. Teaching SDM content increased participants' health literacy skills for SDM and changed the nature of the questions they would ask health care professionals.

Avaliação em larga escala da educação básica e inclusão escolar: questões polarizadoras

Com base na sistematização de aportes trazidos por pesquisas que tratam da avaliação em larga escala e externa, tal como tendencialmente conduzidas no Brasil, o artigo descreve características predominantes nas propostas implementadas e explora suas funcionalidades na concretização de padrões de administração pública. Em particular, trata de implicações de se associar incentivos aos resultados das avaliações, na expectativa de que a avaliação gere competição e a competição gere qualidade. São problematizados efeitos dessas iniciativas para a inclusão escolar, tema que, em última instância, nos remete à discussão da concretização do direito de todos a uma educação de qualidade. Na análise do potencial de exclusão escolar decorrente de usos dos resultados das avaliações, são feitas referências específicas a alunos com deficiência matriculados em classes comuns da educação básica. As informações analisadas evidenciam que esses estudantes, na maioria dos casos, são alijados da participação nas provas, por meio de diferentes mecanismos. Conclui-se que o compromisso anunciado pelas diferentes esferas governamentais de que as avaliações se constituem como mecanismo promotor da qualidade educacional tende a não acolher esse alunado que faz uso dos serviços de educação especial. Ademais, para esse acolhimento, tais avaliações necessitam, em alguma medida, adaptações, podendo, de algum modo, impactar o processo de inclusão escolar.

Exploring the barriers and incentive architecture for modifying smoke exposures among asthmatics

Background: The socio-structural barriers for reducing secondhand smoke exposure (SHSe) among children with asthma may be insurmountable for low-income caregivers. Health promoting financial incentives (HPFIs) are increasingly being used in the adult population to motivate and sustain tobacco-reduction behaviors. We assessed barriers to SHSe reduction and means to overcome them through the design of an HPFI-based, caregiver-targeted SHSe reduction study. Methods: Using a mixed-methods design, we conducted semi-structured in-depth interviews among low-income primary caregivers of children with asthma residing in Baltimore City. Quantitative data using an online survey were used to augment interview findings. Results: Home smoking restrictions were a frequently referenced strategy for decreasing SHSe, but interviewees (n = 22) described the complex social pressures that undermine reduction efforts. Caregivers redirected conversations from broadly implemented smoking bans towards targeted reduction strategies among mothers and members of their social network who are active smokers. Participants converged on the notion that sustainable SHSe reduction strategies are realizable only for mothers who are active smokers, possess high self-efficacy and social structures that promote cessation. Survey data (n = 56) clarified the multiple contexts that underlie pediatric SHSe and preferred HPFI architecture that included fixed, recurrent payments contingent on reduced nicotine biomarkers and completion of basic asthma education classes. Conclusions: Based on the combined analyses, we envision testing a HPFI-based study design whose optimal target population included low-income caregivers and members of their social network where incentives are tied to pediatric biomarkers and asthma education—an integrated approach that has not yet been used in pediatric tobacco studies.

E-Assessment System for Open and Short Answer (Applied to a Course of Arabic Grammar in 7th Year in Tunisia)

The goal of this article is the development of an evaluation system based on the Arabic language. This article contains four parts. The first part is the corpus construction from the 7th year basic education classes' grammar book in Tunisia. Then, the second part is on the construction of the Concept Maps (CMaps) ontological for simple Arabic sentences from this corpus, where the automatic extraction of terms is completed. This extraction is based on two major approaches: linguistic and statistical. The third part in this article is the automatic instantiation. The last part is devoted to the application of the similarity measure chosen in the CMaps ontological fusion, which summarizes the various semantic links and which ends with a judgment according to the calculated score.

Is the GED a Viable Pathway to College for Adult Students? New Regression Discontinuity Evidence from Massachusetts

A mature body of research has examined the labor market returns to passing the GED, typically finding modest (or negligible) benefits for the individual. In this study, we use a regression discontinuity research design to estimate the impact of obtaining the GED on postsecondary outcomes for two self-selected groups of test-takers in Massachusetts: high school dropouts who do and do not enroll in publicly funded adult basic education (ABE) classes. In contrast with previous work, we find that earning a GED credential substantially increases enrollment and persistence in postsecondary education for ABE students who marginally pass the GED, but find no such effects for dropouts who do not participate in ABE. Specifically, our IV estimates indicate that earning a GED increases the likelihood that ABE participants ever enroll in college by 33.4-55.8 percentage points and increases enrollment for four or more quarters by 25.4-33.7 percentage points, depending on the specification. We hypothesize that although ABE students are negatively selected in terms of academic skills, they are positively selected on dimensions of non-cognitive skills and motivation relative to non-ABE test-takers. Our findings highlight a policy-relevant population of GED test-takers for whom earning a GED may be particularly beneficial and furthers our understanding of who does and does not benefit from this credential.

Ensino de filosofia e a constituição da identidade individual: formação, autonomia e gênero

O presente artigo investiga a contribuição das aulas de filosofia no Ensino Médio para a formação dos educandos como sujeitos em processo de construção de uma identidade individual. A filosofia no Ensino Médio contribui para formar sujeitos conscientes de si no espaço e no tempo, capazes de refletir criticamente sobre o contexto social no qual estão inseridos, bem como sobre as expectativas em termos de papéis fixos de gênero impostos de fora para dentro. Nesse sentido, a especificidade do saber filosófico como um exercício de pensar criticamente por meio da criação de conceitos oportuniza uma formação individual mais autêntica e autônoma. Isso justifica também a presença da filosofia como uma disciplina no Ensino Médio. A vivência pessoal do gênero é elemento central na formação da identidade, por isso, é fundamental debater esse tema junto aos alunos. Defende-se a importância de abordar questões de gênero na aula de filosofia, uma vez que se trata de uma vivência dos alunos que pode ser problematizada a fim de desnaturalizar os processos de performatividade do gênero e perceber as desigualdades que perpassam essa categoria social. Com isso, os alunos podem constituir uma identidade individual consciente e crítica da posição social que seu gênero ocupa no meio social.

Proxies and perplexities: What is the current state of adult (il)literacy in South Africa?

This article provides a detailed analysis of the data from a range of official sources that have been used to enumerate the number of people who can be described as totally or functionally illiterate and estimates whether illiteracy in South Africa can be reduced in the foreseeable future. The study examines the use of years of schooling (conventionally now set at Grade 7) as the proxy indicator of a person being functionally literate by the main sources, the General Population Censuses of 1996, 2001, and 2011 and the annual General Household Surveys and shows that these sources give somewhat contradictory and discordant estimates of the rate at which there is gradual decline of illiteracy in South Africa. Other indicators based on self reporting, also used in the Census and General Housing Surveys, show that a large number of adult South Africans have difficulty in reading, writing and calculating with numbers. The study also shows that the data presented by these surveys about participation in literacy and adult basic education and training classes is inaccurate. Note is made that currently South Africa does not make use of any means of direct testing of adult literacy. The article concludes with an exploration on whether South Africa is able to reach the goal of halving illiteracy by 2015. The target of such a reduction is necessarily based on what the baseline number of illiterates is as well as decision on whether full function literacy must be obtained or a merely a basic level of alphabetisation. Through a detailed estimation of the results of the Kha Ri Gude adult literacy campaign since 2008 a finding is made that the halving of illiteracy will be made, but only at the most basic level, and that attaining full functional literacy for all South Africans remains a major task.

Evaluation of an Australian health literacy training program for socially disadvantaged adults attending basic education classes: study protocol for a cluster randomised controlled trial.

BackgroundPeople with low literacy and low health literacy have poorer health outcomes. Literacy and health literacy are distinct but overlapping constructs that impact wellbeing. Interventions that target both could improve health outcomes.Methods/designThis is a cluster randomised controlled trial with a qualitative component. Participants are 300 adults enrolled in basic language, literacy and numeracy programs at adult education colleges across New South Wales, Australia. Each adult education institute (regional administrative centre) contributes (at least) two classes matched for student demographics, which may be at the same or different campuses. Classes (clusters) are randomly allocated to receive either the health literacy intervention (an 18-week program with health knowledge and skills embedded in language, literacy, and numeracy training (LLN)), or the standard Language Literacy and Numeracy (LLN) program (usual LLN classes, specifically excluding health content).The primary outcome is functional health literacy skills – knowing how to use a thermometer, and read and interpret food and medicine labels. The secondary outcomes are self-reported confidence, more advanced health literacy skills; shared decision making skills, patient activation, health knowledge and self-reported health behaviour. Data is collected at baseline, and immediately and 6 months post intervention. A sample of participating teachers, students, and community health workers will be interviewed in-depth about their experiences with the program to better understand implementation issues and to strengthen the potential for scaling up the program.DiscussionOutcomes will provide evidence regarding real-world implementation of a health literacy training program with health worker involvement in an Australian adult education setting. The evaluation trial will provide insight into translating and scaling up health literacy education for vulnerable populations with low literacy.Trial registrationAustralian New Zealand Clinical Trials Registry ACTRN12616000213448.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-016-3034-9) contains supplementary material, which is available to authorized users.

A AULA DE PORTUGUÊS: SOBRE VIVÊNCIAS (IN)FUNCIONAIS

Este artigo tematiza a aula Português, discutindo a educação linguística escolar para os usos sociais da escrita. Trata-se de uma abordagem – fundada em reflexões sobre (in)funcionalidade de Ponzio (2008-2009) – que objetiva responder à seguinte questão-problema: ‘Em se tratando de aulas de Português em classes de Educação Básica situadas em entornos de vulnerabilidade social, é possível ensaiar um processo de elaboração didática – no ensino dos usos sociais da escrita – que não se limite à funcionalidade?’ A base teórica é a filosofia da linguagem bakhtiniana, a antropologia da linguagem dos estudos do letramento e a psicologia da linguagem de fundamentação vigotskiana. Trata-se de um estudo de caso cujos dados foram gerados por meio de pesquisa documental em vivências do Programa Institucional de Iniciação à Docência – Pibid/Capes – e cuja análise tem base interpretativista. Os resultados sinalizam possibilidades de uma ação didática que, valendo-se da funcionalidade que caracteriza o aparelho escolar e as novas tecnologias, abra espaços à educação para o infuncional, para os usos da escrita em que a palavra não se rende à lógica do mercado global.