Municipal Public Schools Research Articles

Absences due to illness and health problems of the teachers of municipal public schools in Rio Branco, Acre, Brazil.

Absenteeism is defined as the absence of workers from their workplace, resulting from a complex phenomenon. To analyze the profile of absence due to illness and health problems of the permanent teachers of early childhood education (day care and preschool) and elementary school (years 1-5) in the city of Rio Branco - Acre, Brazil, from 2014 to 2017. An observational, analytical, individual, cross-sectional, retrospective cohort study with data from 1,584 teachers from 100 municipal public schools in Rio Branco. The period prevalence was calculated by chapters of the International Classification of Diseases, 10th revision, and by specific reasons for absence for those chapters with higher proportions. Additionally, the absenteeism-illness frequency index and mean sickness absence duration were calculated. The chapters of the International Classification of Diseases, 10th revision, with the highest prevalence of absences were Chapter XIII (diseases of the musculoskeletal system and connective tissue) with 7.83%, Chapter V (mental and behavioral disorders) with 7.45%, and Chapter X (diseases of the respiratory system) with 6.12%. The absenteeism-illness frequency index was 0.72, and the mean sickness absence duration was 24.07 days. The present study showed that diseases of the musculoskeletal system and connective tissue, mental and behavioral disorders, and diseases of the respiratory system are the main problems that lead the permanent teachers of municipal public schools in Rio Branco to be absent from the classroom.

Analysis of the implementation of Food and Nutrition Education actions in public schools in a capital city in southern Brazil

ABSTRACT Objective To analyze the insertion of Food and Nutrition Education actions in Early Childhood and Elementary Education units of the municipal public school system of Florianópolis, Santa Catarina, Brazil, in 2019. Methods This analytical study applied an online questionnaire directed to the 125 Early Childhood and Elementary Education schools in Florianópolis. Results Ninety-four schools (75.2%) participated in the study, among which 94.7% developed Nutritional Food Education actions in 2019. It was made evident that the insertion of Nutritional Food Education in the Pedagogical Political Project (p<0.001) and the planning of such actions (p<0.001) in schools has a significant association with their implementation. The participation of the professionals in training in food and nutrition showed no association with the implementation of the Nutritional Food Education actions. The actions developed most frequently were the pedagogical activities in the school curriculum (95.5%), the school garden (71.9%), and the hands-on cooking classes (46.1%). Conclusion The study identified a positive panorama in the capital of Santa Catarina, with actions included transversally in the school curriculum with a multiprofessional focus standing out. However, the need for studies that monitor and evaluate the actions is emphasized.

WHAT IS THE KNOWLEDGE OF ELEMENTARY SCHOOL TEACHERS ABOUT SCOLIOSIS?

To evaluate the knowledge about scoliosis in teachers of municipal public schools. In total, 126 professionals were interviewed using a standard questionnaire containing issues related to scoliosis. 31% of interviewees did not know what scoliosis is. Of those who knew 89.65% were partially correct about the definition. Of those who claimed to know how the scoliosis diagnosis is made, only 25.58% were completely correct. When questioned about the Adams test, 84.9% did not know it. Among the interviewees, 57.9% answered that it is impossible to identify scoliosis by a simple examination of their students and, off these, 86.3% stated the lack of knowledge about the subject; and 92.1% considered that training for the diagnosis and early identification of scoliosis in students. This study holds social impact since the interviewed teachers were not knowledgeable about the subject and had difficulty in providing a definition of the condition and in how to proceed with the investigation. Continuous education activities and the inclusion of this subject on the curricula of teacher education programs would improve the early diagnosis and treatment of scoliosis, with high success rates. Level of Evidence IV, Economic and Decision Analyses.

Materiales Curriculares, Temas y Concepciones Didácticas en la Enseñanza de las Ciencias en los primeros años de la Escuela

The study deals with topics and curriculum materials developed and/or used by teachers in science education and is supported by theoretical contributions from the field of curriculum and science education. The objective was to analyze curriculum materials developed and/or used by teachers in the early years of elementary school in a municipal public school in Itaboraí, Rio de Janeiro. The research had a qualitative nature and semi-structured interviews were carried out with five teachers who taught in the initial years in 2020 and 2021. They affirmed that they used the Science Curriculum Framework of Itaboraí in the planning and development of activities and didactic materials that addressed the environment, human beings and health, and technological resources. The analysis indicated curricular re-elaborations for the pandemic context, adaptations, and elements of knowledge didactics for the early years in science education, highlighting the role of teachers in the production of the science curriculum at school.

Youth and adult education, curriculum and sexual and gender diversity: weaving reflections

This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. With regard to methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences.

Use of P-CPQ to measure the impact of oral health on the quality of life of children with special health care needs

Introduction and objective: the WHO defined the concept of quality of life as the self-perception that the individual has about his position in the social, cultural and ideological context, being these factors the main responsible for denoting the worst parameters regarding oral health care during the dental clinical examination performed by the dentist. To evaluate the impact of oral health on the quality of life of children with special health care needs aged 7 to 14 years old and the influence of different types of specialties on the quality of life, in the view of parents/caregivers in the Brazil southeast region. Materials and methods: the sample was composed of 62 children enrolled in municipal public schools and the Association of Parents and Friends of the Exceptional. The validated Parental- Caregivers Perception Questionnaire (P-CPQ) was used as an instrument for data collection, applied in the home environment and answered by the main responsible. The relation between demographic factors, type of special need and P-CPQ was evaluated with alpha of 0.05. Results: the worst parameters in Family Impact Scale were observed when the mother and father was responsible for data transmission (p= 0.004). Oral health was associated with the worst parameters of oral symptoms on quality of life in the view of parents (p = 0.012). There was no statistically significant difference regarding the impact of the child's type of specialty on quality of life. Conclusion: the variables caregiver and oral health status child are related to the worst indicators regarding the impact of oral health on quality of life.

THEMATIC INVESTIGATION AS CURRICULAR DYNAMICS: DEVELOPING THE PROPOSAL IN THE CLASSROOM

This is a qualitative study, based on the theoretical perspective by Paulo Freire and the assumptions of the Science-Technology-Society (STS) approach and the Latin American Thought in Science, Technology and Society (LAT-STS), considering the perspective of the social context of students as a starting point for their learning. From this perspective, we investigate how a curricular configuration based on Freirean assumptions and CTS/PLACTS productions may contribute to the knowledge building by students in the school environment from an effective work in the classroom. The objective of this investigation is to get a better contextualize the knowledge, involving students in order to promote their critical positioning and the creation of a more democratic society, in which students can express themselves in view of the advances in Science-Technology (ST), regarding issues that imply changes in their world. Thus, we addressed the theme of the implementation and operation of a Hydroelectric Power Plant. Therefore, we investigated an effective classroom practice, which involved teachers of Science and Geography and 9th-grade students from a municipal public school in the same location as the power plant. The corpus for analysis consists of journals kept by the students and the researcher used during practice. Methodologically, we adopt the Discursive Textual Analysis. The results are presented in three categories: Resignifying knowledge through 'demystification'; The critical social-environmental development of students in relation to the theme: from limit situations to untested feasibility; Learning assessment: the understanding and lines of thought from the perspective of students. Hence, connecting the critical-reflective classroom practice to curricular development.

The teacher as the founding subject of a discourse

Founding a discourse implies thinking for oneself and being an author not interdicted by a prior structure of power. Therefore, this article adopted as a central ist: how does the power structure influence the construction of one’s own thought, especially in the construction of a pedagogical discourse by the teacher? Aiming not only to seek the answer to this question and understand it, but also, from the concepts of subject and authorship, to think about how the readings and affiliations of discourse and meaning create or prevent the existence of a thought of its own and unbound from a mere structure of power. Therefore, for the research, the theoretical fields of affiliation were Discourse Analysis (DA), the Socio-Historical Theory of Literacy and freudo-lacanian psychoanalysis. In addition, there was a survey conducted with about 35 subject-teachers who teach classes in state and municipal public schools in Ribeirão Preto and neighboring cities, which were interviewed, yielding oral and written statements. Thus, the results showed that sometimes the teacher’s identification with a historically constituted socio-pedagogical discourse prevailed, where the presence of displeasure prevailed in the activities, as they were driven by institutional impositions, and sometimes the interpretation and production of meanings and (re)meanings by the subject-teacher prevailed, authorizing themselves in their sayings. Thus, it was found that knowledge and the right to interpretation (to reading) is not shared, but is distributed socially and historically in a non-homogeneous way. Therefore, given the way the interpretation is institutionally administered, authorship is affected by it. That is, in order to be able to occupy the author position, it is necessary to have the right and the possibility to occupy different places of interpretation, to move around them and to constitute as an interpreter. And even more, as an interpreter-historicized.

Creativity and its relationship with intelligence and reading skills in children: an exploratory study

Creativity, intelligence, and reading skills such as phonological awareness and decoding in reading can be critical to academic success, especially during childhood. Thus, this study aimed to characterize creativity, intelligence, phonological awareness, and reading decoding and verify possible relationships between creativity and these skills. The sample consisted of 75 children divided between the 1st, 2nd, and 3rd grades of municipal public schools in the Brazilian context. The results indicated the gradual evolution of creativity, intelligence, phonological awareness, and reading decoding in children from the 1st to the 3rd year, especially for the performance of the 3rd year. Correlations between creativity with intelligence and reading skills were also evidenced for all three classes, with the 3rd year with stronger correlations, which are promising results for these relationships. The study of creativity is still a recent field for empirical investigations and deserves future investigations for a better understanding of these constructs in this population.

Pedagogic experiences in a school contract project: the Scenic Afro-Brazilian Dance

We analyze, in this article, the production of knowledge in the teaching and learning relationships with the Afro-Brazilian Scenic Dance (ABSD) created in the daily life of the after-school project of a municipal public school in Vitória/ES. The investigation takes place from field observations for master's research. We selected pedagogical experiences carried out by a teacher in Physical Education with ABSD, whose actions involve aspects that relate the figures of learning proposed by Charlot (2000) and which consist of a challenge for the area. The analyses dialogue with the relationship with knowledge in Physical Education and ethnic-racial issues. The analyzes dialogue with the relationship with knowledge in Physical Education and ethnic-racial issues, since the approach to this content consists of a cultural element influenced by African culture in Brazil. The interrelationship between the ways of learning can provide experiences and opportunities for relationships with knowledge. We consider that the experiences collaborate to face the challenge of the area of ​​interconnecting the figures of learning without discarding the specificity of the field of action in the school.

Vida sem escola e saúde mental dos estudantes de escolas públicas na pandemia de Covid-19

ABSTRACT This study analyzes the effects of the COVID-19 pandemic on students’ mental health during part of the suspension of in-person classes. The study is a cross-sectional survey carried out from October2020 to December 2020. An online self-report questionnaire was answered by thirteen- to twenty-year old students, from the 9th grade (Middle School) to high school, who followed remote school activities in 21 state and municipal public schools located in peripheral areas of the cities of São Paulo and Guarulhos. Two linear regression models were used in the analysis, considering as dependent variables the depression scores as provided by the Child Depression Inventory and anxiety by the SCARED (Screen for Child Anxiety Related Emotional Disorders). The time of exposure to the screens, the inversion of sleep periods and the female gender, along with the difficulties of remote education and other social markers (such as color/race and cases of COVID-19 at home) are associated with symptoms of depression and anxiety during the first wave of the COVID-19 in the Metropolitan area of São Paulo. The findings reinforce the importance of school routine in the lives of those young people and the challenges posed to schools to promote students’ mental health in the post-pandemic reality.

Chilean public school administrators are not supporting whole-school approaches to school climate: a multilevel analysis

ABSTRACT Although whole-school, multitiered approaches have been recommended as evidence-based practices for managing school violence and school climate, initial evidence in Chile has shown that an individual approach prevails. In this study, we question whether these types of strategies deployed at the school level are related to how school districts manage school climate. Using a representative sample of public municipal schools (n = 194) in all macro zones of Chile and their respective district-level administrators (n = 65), we used a two-level multilevel linear regression to analyze the contribution of school-level and district-level variables on the frequency of schools’ report of deploying multitiered whole-school approaches. Results show that a greater district-level emphasis on school climate, in terms of human resource allocation and strategic planning, was associated with higher individual crisis attention and lower whole-school approaches. These findings suggest that school districts influence schools to manage school violence and school climate through individual student interventions. We discuss the need to overcome both at the district and school level an individual theory of change model, which is short term and shown to be ineffective, and embrace whole-school evidence-based approaches.

Afetividade e agência no ensino de língua inglesa na Educação de Jovens e Adultos

ABSTRACT This research addresses some links between affectivity and the agency of English language teachers, in the context of Youth and Adult Education. The literature review includes studies on affectivity from the perspective of Paulo Freire and on the articulation between agency and emotions. The research is a collective case study, whose context is based on two municipal public schools, located on the outskirts of São Bernardo do Campo (in São Paulo, Brazil). Two English language teachers who work in two junior high schools take part in the study. The investigation revealed three main findings: (1) affectivity facilitates the teaching-learning process of the English language; (2) teachers’ agency is influenced by conflicting emotions; and (3) there are differences between affectivity in agency and affectivity as agency.

Prevalence of malocclusion in public school students in the mixed dentition phase and its association with early loss of deciduous teeth.

ABSTRACTObjective: To determine the prevalence of malocclusion and its association with the early loss of deciduous teeth and other factors in children in the mixed dentition phase, aged six to eight years, enrolled in public schools in southern Brazil.Methods: A cross-sectional study was conducted with a representative sample of 528 children from municipal public schools in 2009. Data collection involved a clinical examination for the determination of early tooth loss, dental caries, tongue pressure and malocclusion (outcome), as well as the administration of a questionnaire. Poisson regression analysis with robust variance was used to model the association between malocclusion and the independent variables. Results: The prevalence of malocclusion and early tooth loss was 69.1% and 21.8%, respectively. In the raw data analysis, malocclusion was associated with age, early tooth loss, dental caries and tongue pressure. After the adjustment, the likelihood of malocclusion was greater among children older than eight years, those who exerted tongue pressure on the teeth and those with early tooth loss. The likelihood of malocclusion was 24% greater among children with early tooth loss, compared to those without tooth loss. Conclusion: The early loss of deciduous teeth was associated with the occurrence of malocclusion in the children studied.

A (DES)CONSTRUÇÃO DA GESTÃO ESTRATÉGICA EM ESCOLAS PÚBLICAS MUNICIPAIS: UM ESTUDO DA UTILIZAÇÃO DO BALANCED SCORECARD E MAPA ESTRATÉGICO

The purpose of this article was to identify how strategic planning occurs in the public sector, specifically in municipal public school. A qualitative approach was used, with the technical procedure of the multiple case study with unique presentation. We characterized as applied and descriptive. Interviews, focus group, non-participant observation and field diary were the forms of data collection. Already the form of data analysis was the analysis of content. We discussed that formal and informal factors coexist in strategic school management, that the specifics of the public sector affect directly in the creation and implementation of the strategy, the role of the manager is primordial for the elaboration and implementation of the strategy in the public sector. The possible application of the balanced scorecard (BSC) and strategic map as an administrative plan and strategic tool in the public sector and that the strategy mixes political factors and presents intuitive aspects of the manager.

A alfabetização como atividade lúdico-didática no contexto do PIBID - Pedagogia da UEMG de Divinópolis

The article aims to present an experience report of the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course at the Universidade do Estado de Minas Gerais (UEMG) of the Academic Unit of Divinópolis. The literacy theme is at the center of the debate of the Pedagogy subproject for teaching and teaching practice to consider the possibilities of school education to provide the full development of students in literacy in the initial grades of the elementary school in a municipal public school. Therefore, a qualitative study of a descriptive nature of the experience report type was carried out, which aims to describe the experiences and perspectives of academics/scholarship holders, supervising professor of the public education network, and area coordinators linked to the Program, which, during the development activities provided us with moments of reflection and monitoring of teaching practices. The report explores the playful-didactic activities developed in classrooms, giving a little glimpse of their routine, and highlights the relevance of PIBID in allowing scholarship holders to experience the teaching practice.

O Programa Escola da Terra no Espírito Santo: formação continuada de professora(e)s do campo no módulo “Inclusão, interculturalidade e interdisciplinaridade”

Este artigo apresenta a proposta teórico-metodológica utilizada na construção do segundo módulo do curso “Aperfeiçoamento Escola da Terra”, vinculado ao Programa Escola da Terra no Espírito Santo. Intitulado “Inclusão, interculturalidade e interdisciplinaridade na Educação do Campo”, esse processo formativo promoveu reflexões sobre os processos de inclusão e exclusão em suas múltiplas perspectivas (Plaisance, 2015; Skliar, 2003); sobre a Educação do Campo na perspectiva da interculturalidade crítica bilíngue (Maher, 2005, 2007; Walsh, 2009, 2010) e sobre concepções de interdisciplinaridade (Fazenda, 2008; Frigotto, 2008). A formação teve como princípios educativos a pesquisa (Freire, 1983, 1996) e a alternância, com utilização das seguintes mediações didático-pedagógicas da pedagogia da alternância: Plano de Estudos, Colocação em Comum, Caderno da Realidade e Atividades de Retorno, as quais estavam organizadas no Tempo-Universidade e no Tempo-Comunidade. A participação no programa constituiu-se em um desafio, dadas as múltiplas questões envolvidas na parceria entre as escolas das redes públicas estaduais e municipais e a universidade, instituição formadora responsável pela oferta do curso. Contudo, possibilitou a reflexão e discussão sobre a realidade dos sujeitos dos diferentes territórios campesinos do Espírito Santo, constituindo-se em um processo formativo de professora(e)s do campo que tensionou reinventar práticas inclusivas, interculturais, bilíngues e interdisciplinares.
 Palavras-chave: inclusão, interculturalidade crítica, interdisciplinaridade, educação do campo, Escola da Terra.
 
 The program “Escola da Terra” in Espírito Santo: continuing education of rural teachers in the module "Inclusion, interculturality and interdisciplinarity"
 ABSTRACT. This paper presents the theoretical-methodological proposal used in the construction of the second module of the course "Improvement Escola da Terra", linked to the program Escola da Terra in Espírito Santo. Entitled "Inclusion, interculturality and interdisciplinarity in Rural Education", this educative process promoted reflections on the processes of inclusion and exclusion in its multiple perspectives (Plaisance, 2015; Skliar, 2003); on Rural Education from the perspective of bilingual critical interculturality (Maher, 2005, 2007; Walsh, 2009, 2010) and on interdisciplinary conceptions (Fazenda, 2008; Frigotto, 2008). The continuing education had as educational principles the research (Freire, 1983, 1996) and the alternation, with use of the following didactic-pedagogical mediations of the pedagogy of the alternation: Plan of Studies, Placement in Common, Notebook of Reality and Return Activities, which were organized in University-Time and Community-Time. Participation in the program was a challenge, given the multiple issues involved in the partnership between state and municipal public schools and the university, the educational institution responsible for offering the course. However, it allowed the reflection and discussion on the reality of the individuals of the different peasant territories of Espírito Santo, constituting na educative process of rural teachers that aimed to reinvent inclusive, intercultural, bilingual and interdisciplinar practices.
 Keywords: inclusion, critical interculturality, interdisciplinarity, rural education, Escola da Terra.
 
 El programa “Escola da Terra” en Espírito Santo”: formación continua para maestros rurales en el módulo "Inclusión, interculturalidad e interdisciplinariedad"
 RESUMEN. Este artículo presenta la propuesta teórica y metodológica utilizada para construir el segundo módulo del curso "Perfeccionamiento de la Escola da Terra", vinculado al programa Escola da Terra en Espírito Santo. Titulado "Inclusión, interculturalidad e interdisciplinariedad en la Educación Rural", este proceso formativo promovió reflexiones sobre los procesos de inclusión y exclusión en sus múltiples perspectivas (Plaisance, 2015; Skliar, 2003); sobre la Educación rural desde la perspectiva de la interculturalidad crítica bilingüe (Maher, 2005, 2007; Walsh, 2009, 2010) y sobre las concepciones de interdisciplinariedad (Fazenda, 2008; Frigotto, 2008). La formación tuvo como principios educativos la investigación (Freire, 1983, 1996) y la alternancia, utilizando las siguientes mediaciones didácticas-pedagógicas de la pedagogía de la alternancia: Plan de Estudio, Colocación en Común, Cuaderno de Realidad y Actividades de Retorno, que se organizaron en Tiempo Universitario y Tiempo Comunitario. La participación en el programa fue un reto, dadas las múltiples cuestiones envolvidas en la asociación entre las escuelas públicas y municipales y la universidad, la institución de formación responsable de ofrecer el curso. Sin embargo, permitió la reflexión y discusión sobre la realidad de los sujetos de los diferentes territorios rurales de Espírito Santo, constituyendo un proceso formativo de maestros rurales que tensionó la reinvención de prácticas inclusivas, interculturales, bilingües e interdisciplinarias.
 Palabras clave: inclusión, interculturalidad crítica, interdisciplinariedad, educación rural, Escola da Terra.

Students Conceptions from a Countryside Area of a Continental Nation about Sciences Practical Classes: A Brazilian Case Study

Quality education is one of UNESCO’s goals for sustainable development, including in the science area. In order to achieve this goal, experimental activities are needed to produce dynamic, interactive, and more effective teaching. Brazil is a continental country with problems in assures education for all. In this work, with the aim of identifying student conceptions about the importance of practical classes, we performed a literature review and developed a research questionnaire for using with elementary school students from the municipal and state public schools in a Brazilian small town in the mountain region, located in the north-central region of the state of Bahia. The questionnaire contains subjective, semi-subjective and objective questions divided into categories: Profile (gender, age, grade) and Practical Classes (concept, importance, achievement). The questionnaire was applied to all elementary and high schools of the municipal and state public network located in this small town, together with the Free and Informed Consent Term (FICT), for the personal consent of students over 18 years of age, and in the case of underage students, the consent of parents and/or guardians. The results with the students from the final grades, respectively 9th year of 2 elementary schools in the urban area and 5 in the rural area, which made up all the elementary schools of this city at the time of the research, and students of the 3rd year of a high school revealed that they do miss practical class and know what is necessary to have those, despite their knowledge about of “what is a practical class” is not linked directly to disciplines such as biology. This work may contribute to stimulate the investment in laboratories at elementary schools not only in this small city, from a Northwestern state, one of the poorest countryside areas of Brazil, but also in other cities in developing countries. Thus, this may help them to improve their scientific ability to develop themselves thus improving the quality of life of their own citizens.

Indicators and goals for school performance evaluation: a two-stage DEA analysis of the Ideb of municipal public schools

Abstract Improving the quality of Education leads to the improvement of the social and economic development rates of individuals and countries. Furthermore, few studies seek to identify effective practices in the pedagogical and management areas that can direct educational actors in their actions. Thus, this study aims to identify indicators and goals for increasing school performance in the subject of Portuguese in municipal lower secondary Education. These practices were identified based on the analysis of Brazilian municipal Schools of High Performance. Municipal schools were selected and grouped by socioeconomic level to measure efficiency through the two-stage DEA tool. The results show that the increase in current expenditure is not always accompanied by the improvement in the results. In addition, 45 indicators and goals that can increase the performance of schools in reading and writing teaching were found. They are related to the various actors of the educational process, namely: students, teachers and principals. Of these actors, some were related to the Principal’s management skills, reinforcing his/her role in promoting the quality of teaching.

Escola Pública Municipal: A Gestão Escolar Em Debate / Municipal Public School: School Management under Discussion

Este artigo objetiva analisa a gestão da Escola Pública Municipal de Ensino Fundamental Quilombo dos Palmares e suas ações conceptivas prevalentes em dois instrumentos documentais: o Projeto Político Pedagógico e o Estatuto do Conselho Escolar. Uma análise balizou-se metodologicamente no Materialismo Histórico-dialético enfocando como contradições do objeto mediado por referenciais teórico da literatura especializada. Os resultados revelam que a prática da gestão escolar da escola pública municipal perfaz-se em embates de sujeitos sociais divergentes e contraditórios, contudo, a formatação das ações planificadas nos documentos evidencias aspectos dualista da gestão democrática e gerencial.