School In Campinas Research Articles

Local e pesquisa participante enquanto metodologia e prática em educação ambiental.

O artigo pretende colaborar com uma concepção possível de trabalho dentro do campo da Educação Ambiental, apresentando uma discussão teórico-metodológica vinculada à pesquisa participante. Isso, através de materiais produzidos por pesquisadores e alunos do ensino médio de uma escola pública de Campinas – SP. Enfatizam-se as perspectivas que o grupo assumiu durante a pesquisa, sejam elas relacionadas à Educação Ambiental em sua concepção crítica; ao local como objeto de estudo e tema gerador das discussões coletivas; bem como o ensino de ciências como necessariamente contextualizado. Os dados foram apresentados a partir do discurso dos participantes, explicitando suas escolhas e reflexões subsidiadas pelo referencial teórico adotado e, também, indicando a pesquisa participante como a metodologia que se aproxima da Educação Ambiental Crítica.

Escolas vizinhas, desempenho e composição socioeconômica desiguais: investigando a desigualdade escolar

This paper is the result of a research financed by FAPESP and it discusses the school inequality taking into account one of its possible facets, which is the distribution of students among neighboring schools. It discusses the question by analyzing the educational inequalities bringing concepts of residential segregation, school stratification and the possibility of school choice by the families. Methodologically, it carries on a dialogue with authors who discuss the subject and uses a mapping of neighboring public schools in Campinas (Sao Paulo State, Brazil), crossing performance information provided by IDEB and socioeconomic composition of families from each school. The work allowed to advance methodologically in the investigation of factors associated with educational inequality by discussing the unequal enrollment distribution among neighboring schools, observing direct and indirect evidences about school stratification and school choice. Keywords: educational inequality, school choice, school stratification.

Risk behaviors related to eating disorders in adolescents and its association with dental erosion

Abstract Introduction The overvaluation of thinness as a standard of beauty has contributed to the development of eating disorders and has mainly affected adolescents and young adults. Objective To evaluate the prevalence of risk behaviors for eating disorders and their association with dental erosion in adolescents. Material and method This is a cross-sectional observational epidemiological study. The sample consisted of 278 adolescents aged 12 to 19 years, enrolled in a State School in Campinas - SP. Two questionnaires were used for the data collection on eating disorders: Bulimic Investigatory Test of Edinburgh and Eating Attitudes Test -26. The presence of erosion was evaluated by calibrated examiners. Result The mean age of the sample was 14.8 years. The prevalence of mean risk for bulimia in the sample was 43.2% (95% CI: 37.3%-49.0%) and the prevalence of adolescents with a probability of developing bulimia was 53.2% (95% CI: 47.4%-59.1%). Of the total, 11.9% (95% CI: 8.1%-15.7%) showed results suggestive of anorexia. Among women, 66.9% were classified as probability developing bulimia, whereas in men the prevalence was 39.0%. As for dental erosion, only 1.1% of the sample presented erosion. Conclusion The study pointed to large number of adolescents with risk behaviors for eating disorders but no association was found with dental erosion due to low prevalence.

Prevalência e fatores associados ao sobrepeso e obesidade entre adolescentes de uma escola pública

Objective: To determine the prevalence and factors associated with overweight and obesity among adolescents of a public school in Campinas, Sao Paulo. Methods: Observational, cross-sectional study conducted between July and September 2013 with 107 young individuals aged 14-19 years who attended high school in a public school in the municipality of Campinas, Sao Paulo. It was used a questionnaire to investigate sociodemographic data and risk factors for overweight and obesity. Additionally, clinical data (height, weight, blood pressure) were verified. Results: The sample had a predominance of women (n=65, 60.7%) with a mean age of 16.5 years and family income of 2-4 minimum wages (n=53, 49.5%). The prevalence of overweight and obesity was 18 (16.8%) and 9 (8.4%), respectively. It is noteworthy that 62 (58%) individuals always skipped one meal, 54 (50.5%) always ate while watching television, and 56 (52.3%) did not do physical activity outside school. Trying and failing to go on a diet was associated with overweight and obesity, and curvilinear selfimage was associated with obesity. Conclusion: The study revealed that a significant part of the sample was overweight or obese. The failure to go on a diet and the curvilinear selfimage associated with nutritional changes suggest that the adolescents were aware of these changes and were concerned with their own weight, seeking to go on a diet in an attempt to lose weight.

P1-416 Secular trend of overweight and obesity in adolescents of high socioeconomic level from a developed city in the Southeast of Brazil

IntroductionAlthough already of high prevalence, overweight and obesity are still increasing in many parts of the world. The objective was to evaluate the secular trend of overweight and obesity in...

Análise perceptivo-auditiva da estabilidade vocal de adolescentes em diferentes tarefas fonatórias

Quality and frequency variability of adolescents' voice, during puberty, in different phonation tasks. To analyze the vocal stability of adolescents in three different phonation tasks using a voice perceptual analysis. Participants were male students (n = 46 individuals), ranging in age from 13 to 15 years, from a public school in Campinas--SP. Voice samples were recorded using a digital recorder in three different tasks: speaking a sustained vowel /a/, counting from one to ten, and reading. Three voice specialists evaluated stability by means of voice perceptual analysis. For the voice samples that were considered unstable, the Analogical Visual Scale (AVS) of 10 cm was used to estimate the instability level, where zero means absence of instability and ten refers to maximum instability. 78.3% of the adolescents presented vocal instability when speaking the sustained vowel, varying from one to nine in the AVS. Only one adolescent presented unstable voice when counting numbers (level = 1). Vocal instability was not observed during reading for any of the participants. Vocal stability varied significantly among phonation tasks and adolescents showed greater instability during the sustained vowel (p<0.0001; g.l = 2). Counting numbers and reading do not detect vocal instability; the production of a sustained vowel demonstrated to be a better task.

CAPES/FIPSE year one experience report: why begin with math learning objects?

This experience report describes one student’s perspective about being a part of the first CAPES/FIPSE exchange session that brought her to study at Universidade Estadual de Campinas (UNICAMP) in Brazil from Utah State University (USU) in the United States. In June and July 2010, this student joined two other university students to present the CAPES/FIPSE project and the related math learning objects at four schools in Campinas. This article provides an overview of the project and offers this student’s thoughts about possible reasons for the instructors’ immediate responses and future plans with the digital learning objects.

Regulação emocional: a construção de um instrumento e resultados iniciais

This study is aimed at both describing the steps of construction of a qualitative instrument to invest igate the emotional regulation strategies of Brazilian studen ts, and reporting preliminary results. The sample w as composed of 54 third and fourth grade basic education students of a publ ic school in Campinas. The instrument consists of a 24 interview questions grouped into four emotions: sadness, anger, fear an d happiness. It also includes eight boards with pic tures of children expressing each of the emotions investigated. Stude nts' answers to interview questions were studied th rough content analysis. A system of categories was developed for each question and the reliability of the coding procedures wa s evaluated by two independent raters. The percentage of agreement bet ween them was acceptable. The results showed that engagement in pleasant activities was the most frequent strategy to deal with sadness, anger, fear and to keep happi ness. Future studies employing this instrument should be carried out to better refine it.

Psicólogo e escola: a compreensão de estudantes do ensino fundamental sobre esta relação

Este estudo visou compreender como alunos do Ensino Fundamental de uma escola pública municipal de Campinas percebiam o papel do psicólogo na escola. As informações foram obtidas por meio de desenhos e escrita para 127 alunos de 1ª a 4ª séries e de respostas a duas perguntas sobre a atuação do psicólogo para 113 alunos de 5ª a 8ª séries. Os resultados apontaram que, em geral, os alunos perceberam o psicólogo como um profissional que conversa sobre a vida e fornece apoio à comunidade escolar, atuando como mediador nas interações sociais ocorridas nesse contexto. As expectativas dos alunos de 5ª a 8ª séries acerca do trabalho do psicólogo envolveram: orientação, ajuda à escola e seus agentes na resolução de problemas e participação ativa no cotidiano escolar. Foi evidenciada uma tendência positiva quanto à inserção do psicólogo na escola na visão dos estudantes, mesmo com limitações na compreensão do seu papel.

Grupo e trabalho coletivo na escola: trocando olhares, mudando práticas

O presente artigo trata do trabalho desenvolvido por um grupo de formação instituído em uma escola de ensino fundamental da Rede Municipal de Campinas-SP, no período de 2004 a 2005, cujo objetivo foi a redefinição do trabalho com as classes de alfabetização. Uma das inquietações do grupo foi a não-aprendizagem de alguns dos alunos das primeiras séries no tempo que a escola seriada estipula. Em função disso, as professoras promoveram uma mudança significativa ao assumir a responsabilidade pela aprendizagem de todos os alunos dessas séries que precisavam de "outros tempos". Enfatizo, neste texto, a potencialidade do trabalho conjunto dessas professoras quando decidiram mudar a prática do reforço já instituída na escola, prática solitária professora-aluno. A prática coletiva do reforço estabeleceu novas formas de organização que possibilitaram aos alunos vivenciar o trabalho com outras professoras, bem como proporcionar-lhes a possibilidade de trocar olhares sobre um mesmo aluno.

Inventário de Depressão Infantil (CDI): análise dos parâmetros psicométricos

O objetivo do presente estudo foi analisar os parâmetros psicométricos da versão brasileira reduzida do Inventário de Depressão Infantil - CDI e de sua versão original. Do Estudo 1, participaram 169 escolares da 3ª, 4ª e 5ª série, do ensino fundamental de escola pública. A análise fatorial apontou a presença de cinco fatores que explicavam 49,6% da variância total e obteve-se um Alfa de Cronbach de α=0,73. Do Estudo 2, participaram 157 alunos de 3ª e 4ª série do ensino fundamental de uma escola pública. A análise fatorial exploratória revelou também cinco fatores que explicavam 43,9% da variância total com um Alfa de Cronbach de α=0,80. Todavia, em ambos os estudos, os itens dos fatores ainda não se mostraram ajustados no que se refere à separação dos aspectos cognitivos, afetivos, motivacionais e comportamentais envolvidos no construto depressão infantil, o que deve constituir-se em um desafio para os estudiosos do tema.

Stigma and attitudes on epilepsy a study: with secondary school students

To evaluate whether an inappropriate attitude towards a person having an epileptic seizure contributes to the stigma found in society and whether an appropriate attitude helps to diminish it in the short term; to perform a long term investigation about information remembered and stigma perception after an educational lecture. This study was performed in two steps: Step 1. Students of first year of high school of two schools in Campinas completed a questionnaire including the Stigma Scale of Epilepsy following a seizure demonstration. They were divided into three groups: a) one group had a demonstration of proper attitudes towards someone having an epileptic seizure; b) one group was shown incorrect procedures; c) control group. After the completion of the questionnaire, an educational lecture about epilepsy was given. Step 2: six months later, the questionnaire was re-administered. The comparison between the four groups (step 1 and step 2) show a significant difference (Anova (3,339)=2.77; p=0.042). Pairwise comparison using Fisher's Least-Significant-Difference Test showed a significant difference between the group shown incorrect procedures (step 1) versus step 2, and the control group (step 1) versus step 2, but no difference between the group shown correct procedures (step 1) versus step 2. Exhibiting proper attitudes towards a person experiencing an epileptic seizure may cause significant differences among the subjects degrees of stigma towards people with epilepsy. It is therefore fundamental that there should be de-stigmatization campaigns provided, to correct information and provide appropriate education.

Kids’ perception about epilepsy

Purpose Epilepsy remains a stigmatized condition. Lack of information has been pointed to as a cause of the perpetuation of stigma. Our goal was to survey children’s perception of epilepsy. Methods We used a questionnaire to determine if the children knew what epilepsy is and, if they did not know, what did they think epilepsy is. Twenty-nine children (15 girls; mean age 10 years, range 9–11 years) from a fourth-grade class of an elementary school in Campinas, Sao Paulo, Brazil, completed the questionnaires individually at the same time in the classroom. This took about 20 minutes. Results Only four children said they knew what epilepsy is: a disease of swallowing the tongue (3) and a disease that can kill (1). The perceptions of children who said they did not know what epilepsy is were: a disease that can kill, a disease of swallowing the tongue, a contagious disease, a serious illness, a head injury. Three children knew someone with epilepsy, and only two of them had said they knew what epilepsy is. Conclusion The perceptions elicited from the children had a negative connotation; only one child mentioned a relationship between epilepsy and the brain. The spontaneous thoughts of children in this age group, without the contamination of political correctness, may reflect society’s collective unconsciousness of the prejudice toward epilepsy and people with epilepsy and needs to be further investigated. Continuous, repetitive educational efforts are necessary in elementary school to change these negative perceptions of epilepsy in our society.

Uso pesado de álcool por estudantes dos ensinos fundamental e médio de escolas centrais e periféricas de Campinas (SP): prevalência e fatores associados

It is important to identify factors related to heavy alcohol use among adolescents, as this allows interventions aimed at reducing risk behavior and possible increasing harmful use of alcohol. To determine the prevalence of heavy alcohol use and investigate the influence of sociodemographic, cultural and psychopathological variables on alcohol use among elementary and high-school students of public and private schools in Campinas, Brazil. This is a cross-sectional study using an intentional sampling technique. The questionnaire used was based on the CEBRID (Brazilian Information Center on Psychotropic Drugs) questionnaire and filled out anonymously by the subjects. The sample consisted of 2,287 elementary and high-school students from public and private schools in Campinas, Brazil, during the year of 1998. According World Health Organization criteria (WHO, 1981), alcohol use for 20 days or more in the 30 days prior to the study was considered heavy alcohol use. The "Polytomic Logistic Regression--Generalized Logits Model" was applied to identify the factors that influenced heavy alcohol use. Heavy alcohol use was seen in 11.9% of the sample, being more frequent among students at the inner-city public school belonging to socioeconomic classes A and B, who held down jobs and attended school in the afternoons. These students felt that their families did not understand or support them and also showed lower academic performance at school. The present study indicates that factors such as availability of funds, work, delayed schooling performance and unfavorable personal and family situations were related to heavy alcohol use among adolescents.

Compreendendo relações entre estratégias de aprendizagem e a ansiedade de alunos do ensino fundamental de Campinas

Pesquisas sugerem que um bom desempenho escolar envolve o uso eficiente de estratégias de aprendizagem e o controle de variáveis psicológicas do aluno. Tendo como base teórica a Psicologia Cognitiva baseada na Teoria do Processamento da Informação, este estudo verificou relações entre o uso de estratégias de aprendizagem e a ansiedade de 155 alunos do ensino fundamental de uma escola pública de Campinas. Utilizou-se como instrumentos para a coleta de dados uma entrevista estruturada sobre estratégias de aprendizagem e uma escala de ansiedade. De modo geral, os resultados parecem indicar que a ansiedade pode tanto favorecer, quanto interferir no uso adequado de estratégias de aprendizagem. Os dados são discutidos em termos de suas implicações educacionais e direções para futuras pesquisas sobre essa temática são apresentadas.

O letramento escolar de jovens do ensino médio

Esta pesquisa visou conhecer as práticas de leitura e de escrita presentes no contexto escolar de 30 jovens que freqüentavam a 3ª série do Ensino Médio de uma escola estadual da cidade de Campinas, SP. Os dados foram coletados através de entrevista individual. Cada entrevista foi gravada e transcrita para a análise dos dados. As respostas foram organizadas em categorias de acordo com o conteúdo. Os resultados mostraram que as práticas de leitura como anotações no caderno (22,8%; F=26) e de escrita como cópias da lousa (33,3%; F=22) estão relacionadas às atividades acadêmicas solicitadas em sala de aula, embora a leitura de cartazes (13,7%; F=27) e pichações nas paredes da escola (5,7%; F=11) também apareceram como práticas presentes no cotidiano. Pode-se concluir que o letramento escolar está vinculado às práticas acadêmicas, isto é, às atividades escolares tradicionais que ainda predominam no Ensino Médio em relação às práticas sociais de letramento.

Formação à informatica em Campinas: elementos e reflexões

Como formar à informática é problemática perseguida por pesquisadores e docentes na atualidade. O presente estudo teve por objetivos: a) avaliar o tipo de formação à informática oferecida por escolas especializadas em Campinas; b) explorar o espaço do vídeo dentro desta formação, articulado ao conceito de aprendizagem expresso nas representações sociais dos coordenadores desses cursos. Um questionário (questões abertas e fechadas) foi respondido individualmente por oito representantes de escolas. Principais resultados: quanto à estrutura das formações, dois grupos de escolas se destacaram; a) aquelas que ofereciam formações sobre informática de escritório (57% da amostra); b) estabelecimentos com formação menos orientada (uso de programas e programação, 43% da amostra), podendo haver populações-alvo (jovens ou adultos, 72% da amostra). O modelo implícito de aprendizagem subjacente não revelou um conjunto conceitual marcante dentro do qual o recurso ao vídeo poderia se claramente articulado, sendo distribuídas as dimensões entre ênfase na ação do aluno (37% do total de argumentos recolhidos), em seus pré-requisitos para a formação (32% dos argumentos) e métodos de ensino (32% dos argumentos). Conclusões: paradoxalmente, numa formação para a qual a prática com o computador é vista como fundamental, parece haver uma pré-disposição desses docentes para o ingresso do vídeo na formação à infonnática. Todavia, a estrutura dos cursos sugeriria uma ausência de política de formação a essa tecnologia na região, necessitando de novas pesquisas para aprofundamento dessas tendências identificadas.

Evaluation of the static equilibrium in a population of hearing impaired children

A random sample was organized with 42 children with congenital sensorineural auditory deficit (severe and bilateral) from special education schools in Campinas. Chronological ages ranged from 4 to 7 years of age. This sample was compared with two control groups of 42 children of the same chronological age but attending normal classes. All were submitted to 9 tests of the set of static equilibrium of the Evolutive Neurologic Examination. It was observed that in the position of equilibrium with opened eyes (test 8) there were no differences between the groups. In the Romberg position, the hearing impaired children of 4, 5 and 6 years of age showed a significant decrease in the ability to do the test (test 9); those of 7 years of age had equal ability whether of the control or the deficient groups. Hearing impaired children were less able to do other static equilibrium tests (heel-toe or one foot or tip-toe standing tests, with opened or closed eyes: tests 10, 12, 16, 20, 24, 25 and 26). The use of detailed neurological semiology allowed us to support the alteration of the static equilibrium in this group of hearing impaired children.

Pediatric patients malnutrition and its relation to hospitalization times and causes

The Protein Energy Malnutrition (PEM) status of 1378 children, hospitalized in the infirmary of the Pediatrics Department of a Medical School in Campinas (Brasil), was evaluated using a weight for age criterion with four classes: Eutrophic (E), first, second and third degree malnutrition (M1, M2, M3) with limits Mean (M) minus one Standard Deviation (SD), M-2.5SD and M-4SD. The prevalence of PEM was 66.6% (40.7% Ml, 17.7% M2 and 8.20%/M3). Infectious Pathologies of the Lower Respiratory Tract (IPLRT) and diarrheas are responsible for 24.7% and 18.48% of the Definitive Hospitalization Diagnostic (DHD), being the two groups of pathologies with greatest prevalence. Length of Hospitalization Time (LHT) increases markedly with malnutrition, specially for diarrheas, but E and M1 patients have similar behavior, as well as M2 and M3 ones. M-2.5SD (weight for age) could then be a limit to distinguish high risk patients. †Address: Luis M. Guimarey. Rua Benjamim Constant no. 1657 (Santa Casa). Depto. de Pediatria,...