Teachers Of Municipal Schools Research Articles

CONCEPÇÃO DE DOCÊNCIA: O QUE PENSAM OS PROFESSORES ALFABETIZADORES DA REDE MUNICIPAL DE ENSINO DE CAMPO GRANDE-MS?

This article showedthe resultsoftheresearchconductedin2018, with the objective of investigating the teaching conceptionofliteracyteachersfromthepolicies continuingeducationdevelopedintheMunicipalEducationNetwork (REME) ofCampo Grande/MS.In this perspective qualitative research was adopted to address and discusspublicpolicies for the training of literacy teachers, going through the laws and programs of federal (PróLetramento and PNAIC) and municipal (Bet on the teacher). Datacollection occurred through semi-structured interviews with literacy teachers in municipal schools in CampoGrande/MS. The research showed that the teaching conception of the literacy teacher who works at REME now understands literacy a graduallearning process, now comprises the learning of literacy articulated with maturity. We also identified the concept of teaching permeated by affection and aptitude, thus tracing a literacy teacher profile. And finally, the conception of teaching based on the need to master systematized knowledge that permeates the literacy process, which allowed us to reflect and discuss the continuing formations offered to REME professorswho centralize discussions in teaching practices to leverage educational indices. It was concluded that there is an urgent need to restructure formations in order to enable discussions that include theory, practice and specificities experienced in the classroom enabling the acquisition of new knowledge and a critical look at the teaching-learning process, providing studies and reflections that articulate and resign the teaching conception of the literacy teacher.

INSERÇÃO DAS TIC’S NO PROCESSO DE ENSINO APRENDIZAGEM NA PERSPECTIVA DO TRABALHO DOCENTE

This article presents a brief investigation on the real conditions about the needs and possibilities in the insertion of ICT's in the learning teaching process developed in schools of the public education network in the municipality of Piripiri, state of Piauí. This study is supported by the following objectives: to identify the difficulties and possibilities in the use of digital technologies as a didactic resource in elementary school classrooms I, in public schools in the municipality of Piripiri. Investigate the availability of technological resources for teaching professionals, reflect the importance of ICT's for the learning teaching process and analyze the main difficulties faced by teachers regarding the use of ICT's in the classroom. The methodology used is qualitatively oriented, the study carried out with data collection through field research, developed from the application of a questionnaire for teachers of municipal schools of Piripiri. From the analysis of the data collected during the research, it was noticed that the insertion of technologies in the learning teaching process comprises a long term path, requiring continuing education policies, which opportunism the teacher to acquire new skills and competencies, the creation of a set of actions aimed at strengthening the teacher relationship (a) / student (a). The conclusive aspect is that such policies and actions can make it possible to better know the public and the real conditions of practical applications for the use of ICT's in the classroom, considering the difficulties and possibilities expressed by teachers and the precarious conditions of equipment and laboratories present in schools. It showed how difficult the lack of equipment limits teaching work, however, transformative practice coexists with such difficulties when the teacher assumes the profile of researcher and an autonomous posture for the use of such resources.

EFEITOS NÃO PREVISTOS DE UMA POLÍTICA NACIONAL

O presente estudo tem como objetivo analisar efeitos não previstos do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), que tinha como eixo principal a formação continuada de professores alfabetizadores. O PNAIC foi uma política de âmbito nacional baseada no regime de colaboração envolvendo os três entes federados. A política, embora formulada pelo governo federal, era materializada nos municípios, o que acabou gerando um efeito não previsto na formulação da política: os professores alfabetizadores participantes do PNAIC, por causa de seus incentivos, foram em busca de mais formação para além da formação continuada oferecida pelo programa, tanto em nível de graduação como de pós-graduação. Isso gerou efeitos simbólicos e materiais para as gestões municipais, que precisam lidar com esses efeitos localmente. Para a realização deste estudo, recorte de uma pesquisa mais ampla, utilizou-se análise documental, entrevistas com atores da política e um levantamento estatístico com os dados de diferentes anos do Censo Escolar sobre a mudança no nível de escolaridade dos professores alfabetizadores de redes municipais do estado do Rio de Janeiro.

Parallel partnerships: Teach for India and new institutional regimes in municipal schools in New Delhi

ABSTRACT Over the past decade the Teach for India (TFI) organisation has emerged as a prominent non-governmental organisation (NGO) involved in Public-Private Partnerships (PPP) with ailing urban municipal government bodies across select cities in India. An off-shoot of the Teach for America (TFA) programme, TFI aims to improve quality of education in under-resourced municipal government schools through English medium education. Through in-depth interviews with members associated with TFI, some municipal school teachers and information accessed through Right to Information (RTI) applications, this article delineates the modalities of the PPP arrangement within municipal schools in Delhi. It examines how the intervention is institutionalising parallel governance structures, accentuating class-based tensions and exacerbating pedagogical inequities within these long-neglected schools.

Public Tenders for Music Teachers in the South of Brazil

This article presents the research that investigated the performance of open procedure for music teachers in municipal schools in Rio Grande do Sul, (a) state in the south of Brazil. The methodology included Internet research and, for data analysis, Content Analysis. The theoretical reference was based on concepts of Musical Education marked by the Policy Cycle Approach. Considering the 2008 mid-2017 time cut-off, sixty (public) notices were identified for the hiring of music teachers. Out of the 497 municipalities that make up the state, 133 conducted Employment tests. Still, it is understood that there are great challenges for the presence of music in state schools.

Regional Diversity in Salaries: Teachers in Municipal Schools

«Вестник Санкт-Петербургского университета. Экономика» — научно-теоретический рецензируемый журнал, обобщающий результаты исследований ученых всего мира в различных областях науки, включая мировую экономику, историю развития экономики и экономической мысли, финансы, кредит и страхование, теорию и практику управления, статистику и учет, экономико-математическое моделирование.

The administrative factors affecting school effectiveness of municipal schools in Udon Thani Province


 
 
 School effectiveness is a main goal of all schools because it means organisational success that must be achieved. This study explored the level of the administrative factors and school effectiveness including investigated administrative factors effecting the management of school effectiveness. The 5-level rating scale questionnaire was applied for collecting data from 217 teachers in municipal schools in Udon Thani province, Thailand. The descriptive statistics, Pearson product-moment correlation coefficient and stepwise multiple regression analysis were used for data analysis. The research findings indicated that the school culture, technology, school climate and budgeting were the best predictors. This may lead to policy of developing the school administration to achieve the school goals.
 Keywords: School effectiveness, school factor, municipal schools.
 
 

Knowledge assessment on dental avulsion of private and public school teachers of Curitiba

Dental trauma is one of the most important oral health problems during childhood. It occurs frequently in the school environment and it is extremely important that the professors have knowledge on the subject because the management taken after the accident, directly influences on the prognosis. Objective: The aim of this study was to evaluate the knowledge level about dental avulsion of teachers who work in the private and public elementary schools in the city of Curitiba (PR, Brazil). Material and methods: A questionnaire adapted from Mori et al. (2007) was applied, consisting of three parts, Part I: general demographic data; Part II: basic questions about the importance of emergency management, experience in dental avulsion and the management to be taken in an event of dental avulsion; Part III: Questions about dental avulsion. The chi-square test was used to identify differences in responses for different variables, with significance level of 5%. Results: A total of 98 teachers answered the questionnaire (54 private and 44 municipal schools). Most were women (66% in private and 95.5% in municipal schools), with professional experience between 6-10 years and a postgraduate degree (81.1% of teachers in private schools and 79.9% of teachers in municipal schools). The statistical analysis showed a significant difference between the groups in age and about the emergency procedure for dental avulsion. Conclusion: It can be concluded that knowledge by the elementary schoolteachers in cases of dental avulsion is inadequate.

A cross sectional study of epidemiological determinants correlated with prevalence of hypertension among municipal school teachers located in suburban area

Background: Hypertension is a major long-term health condition and is the leading cause of premature deaths among persons experiencing sedentary urban life style behaviors such as high calorie diet, lack of physical exercise and job stress. The objectives of the present study was to determine prevalence & various risk factors of hypertension among municipal school teachers in an urban slum. Methods:The study area was a field practice area of tertiary care hospital in a metropolitan city. Municipal school teachers from suburban slums were the study participants. Teachers above 35 years of age and want to participate in study were included. The total sample size obtained was 220.Results: 40% of the teachers were belonged to 35-40 years of age group. 70.9% of the study participants were women. Among 220 teachers 36.4% were having normal blood pressure. 43.6% teachers were in the pre- hypertension stage, while 14.5% and 5.5% were in stage- 1 and stage- 2 hypertension. The prevalence of hypertension was 20%. In present study it was found that as the age advances chances of contracting hypertension also increases [P=0.006]. Statistically significant relation between obesity and hypertension is seen [P=0.007]. There was a significant relation between physical activity and prevalence of hypertension [P = 0.021].Conclusions:Increasing age, obesity and sedentary lifestyle are proportionally related to the development of hypertension which was statistically significant.

Knowledge assessment on dental avulsion of private and public school teachers of Curitiba


 
 
 Dental trauma is one of the most important oral health problems during childhood. It occurs frequently in the school environment and it is extremely important that the professors have knowledge on the subject because the management taken after the accident, directly influences on the prognosis. Objective: The aim of this study was to evaluate the knowledge level about dental avulsion of teachers who work in the private and public elementary schools in the city of Curitiba (PR, Brazil). Material and methods: A questionnaire adapted from Mori et al. (2007) was applied, consisting of three parts, Part I: general demographic data; Part II: basic questions about the importance of emergency management, experience in dental avulsion and the management to be taken in an event of dental avulsion; Part III: Questions about dental avulsion. The chi-square test was used to identify differences in responses for different variables, with significance level of 5%. Results: A total of 98 teachers answered the questionnaire (54 private and 44 municipal schools). Most were women (66% in private and 95.5% in municipal schools), with professional experience between 6-10 years and a postgraduate degree (81.1% of teachers in private schools and 79.9% of teachers in municipal schools). The statistical analysis showed a significant difference between the groups in age and about the emergency procedure for dental avulsion. Conclusion: It can be concluded that knowledge by the elementary school teachers in cases of dental avulsion is inadequate.
 
 

PROFESSORES E PROFESSORAS DE CIÊNCIAS DE ARACAJU- SE FRENTE À HOMOSSEXUALIDADE

Na escola, o professor de Ciências é considerado o que tem o 'saber competente' para discutir temas ligados à sexualidade. Porém, a formação deste professor, muitas vezes, não contempla tais temas. Esse trabalho teve como objetivo analisar se professores de Ciências das escolas municipais de Aracaju que participam do programa "Horas de Estudo" saberiam atuar de forma efetiva frente ao tema homossexualidade. Os dados foram obtidos por meio de questionário. O grupo pesquisado apresenta dificuldades no que se refere à forma de agir frente às agressões contra alunos homossexuais. Isso indica a necessidade que a formação contemple aspectos ligados à sexualidade.

Path Analysis of Work Passion Model of Thai Teachers in Municipal Schools

Path Analysis of Work Passion Model of Thai Teachers in Municipal Schools

Analysis of aspects of quality of life in teachers' voice after discharged: longitudinal study

To evaluate the long-term effects of voice therapy on the life quality of teachers who were discharged or abandoned the voice therapy for dysphonia. This was a longitudinal study based on analysis of assessments with teachers of municipal schools in Belo Horizonte, who were referred to voice therapy and were discharged or abandoned the speech-language therapy for more than six months. A total of 33 teachers in the discharged group and 20 teachers in the abandoned group were contacted by phone and invited to participate in the study by answering the Voice activity and participation profile, which was forwarded to the researchers and sent via letter. At the moment of the pre speech therapy, the discharged and abandoned groups were homogeneous, except in relation to daily communication parameter. Comparing the discharged group in the pre and post speech-language therapy, it was showed improvements in social communication parameter as well as in the total score. The discharged group presented worsening in self-perception parameter when comparing the average values in the post therapy and current moments, and the group abandoned presented worsening in work, social communication and total score when comparing to the average values in the pre therapy and current moments. The discharged and abandoned groups differ in the present moment in all investigated parameters. Speech-language therapy for dysphonia have long term positive effects on life quality and voice of teachers who were soon discharged from the therapy and in a period of two years on average. Teachers who have abandoned treatment and did not obtain improvement in the voice showed negative impact in life quality and voice in a time of 2 years and 2 months on average.

PROFISSIONALIDADE POLIVALENTE E O TRABALHO DOCENTE NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

A pesquisa tem como objeto de estudo a docência nos anos iniciais do ensino fundamental e a constituição da profissionalidade docente polivalente. Os dados referem-se à fase exploratória na qual foram aplicados questionários. Foram realizadas duas entrevistas pilotos e um grupo focal experimental em abril e novembro de 2009 e em março de 2010, respectivamente, com professoras da Rede Municipal de Ensino do Recife-PE. Os dados obtidos a partir das falas dos sujeitos foram submetidos à análise de conteúdo, apoiada em Bardin (1979). Identificou-se três eixos estruturantes da profissionalidade polivalente: a relação professor-aluno, a relação escola e sociedade e a organização do trabalho pedagógico. Dentre eles destacamos aspectos da organização do trabalho pedagógico. O trabalho específico com a alfabetização parece ser caracterizador do trabalho do docente naquele nível de ensino. O fator tempo apresentou-se de forma ambígua, para caracterizar a profissionalidade polivalente. Observou-se ainda uma estreita relação entre as demandas atuais das políticas públicas educacionais e as formas próprias dos sujeitos de vivenciarem a polivalência.

Burnout, apoyo social y satisfacción laboral en docentes

Se analiza la relación entre las variables Burnout, Apoyo Social y Satisfacción Laboral en una muestra de 89 docentes pertenecientes a establecimientos educacionales municipalizados de la ciudad de Rengo, Chile. Se administraron las escalas de Burnout, Apoyo Social y de Satisfacción Laboral correspondientes a las variables estudiadas. Se observa que los docentes se encontraban altamente afectados por sintomatologías y presencia de Burnout. Sin embargo, presentaron altos niveles de Apoyo Social y Satisfacción Laboral, factores que amortiguarían las consecuencias nocivas del Síndrome de quemarse por el trabajo. Además, se encontraron relaciones significativas entre estas variables, demostrando que el Burnout se relaciona de forma inversa tanto con la variable Apoyo Social (r=-0,526; p<0,01) como con Satisfacción Laboral (r=-0,477; p<0,01). Finalmente, se reporta que el Apoyo Social y la Satisfacción Laboral relacionan de manera directa (r=0,684; p<0,01).

Qualidade de vida e esgotamento profissional entre docentes da rede pública de Ensino Médio e Fundamental no Sul do Brasil

In order to investigate quality of life among public schoolteachers in relation to socio-demographic characteristics and work conditions, a cross-sectional study was conducted in a sample of 601 primary and secondary teachers from the State and Municipal public school system in the urban area of Pelotas, Rio Grande do Sul State, Brazil. The study analyzed the following domains from the WHOQOL-BREF scale: physical health, psychological health, social relationships, and environment. The mean indices were: 69.2 (SD = 16.8) for physical health, 70.6 (SD = 14.0) for psychological health, 72.5 (SD = 17.3) for social relationships, and 60.7 (SD = 14.0) for environment. Age, time in the teaching career, and total number of students were not significantly associated with quality of life. Teachers in municipal schools scored higher than their counterparts in the State public schools in the physical health domain (p = 0.026). Men scored higher than women in the physical and psychological health domains. Higher family income was associated with better quality of life. Higher classroom workload was associated with better scores in the physical health and environment domains.

Adesão a orientações fonoaudiológicas após a alta do tratamento vocal em docentes: estudo prospectivo

OBJETIVO: investigar a adesão a orientações fonoaudiológicas de professores da rede municipal de ensino que foram atendidos no Ambulatório de Voz do Hospital das Clínicas da Universidade Federal de Minas Gerais e que receberam alta da fonoterapia. MÉTODO: foi realizada entrevista por meio de telefone a 39 pacientes atendidos no período de agosto de 2007 a dezembro de 2008 no Ambulatório de Voz do Hospital das Clínicas da Universidade Federal de Minas Gerais. A entrevista visou analisar a adesão a orientações após alta fonoterápica. RESULTADOS: os resultados desta pesquisa apontam que 34 pacientes (87,1%) referem seguir as orientações fonoaudiológicas, quatro (10,2%) seguem parcialmente e um (2,5%) refere não seguir. CONCLUSÃO: os professores, em sua maioria, aderem às orientações fonoaudiológicas após alta fonoterápica. Os resultados sugerem que a terapia fonoaudiológica favorece a manutenção de um comportamento vocal saudável.

O “bom aluno”: conteúdo e estrutura das representações sociais de professoras

This article analyzes and compares the overall content and internal structure of the social representations of a “good student” among teachers of municipal schools in Recife (PE). The authors assumed that new educational practices ere infl uencing these representations. The survey had the participation of 200 teachers who taught in the initial years of elementary education. The sample was divided into two subgroups on the basis of the age variable. The Theory of the Central Nucleus was the main reference for the study. We applied the technique of free association of words. We performed the analysis through the framework of four houses with the support of the EVOC software. The results showed as hypotheses of the central system of both subgroups the words “curious”, “questioning” and “participatory”. This fi nding reinforced our initial assumption, since such elements are closely related to the discourses present in the pedagogical literature and current educational policies. We did not fi nd differences in representations of the two subgroups. Key words: “good student”, social representations, teachers.

O Interacionismo Sociodiscursivo na Formação dos Professores: O Perigo da Gramaticalização dos Gêneros

In this article we offer elements for the discussion of mother tongue teaching. Although this discussion has existed for decades, the advances and practical results that are expected by the society are not significant. The poor performance of Brazilian undergraduate students in national and international examinations confirms this statement. This work aims at reflecting on mother tongue teachers acting in the classroom and the theorethical bases of their teaching, on their comprehension of language and society and how this comprehension affects their teaching. Finally we discuss the most suitable pedagogy to face these issues and change the situation. The findings presented here originated in a research Project performed with Elementary school teachers in municipal schools from Caxias do Sul, state of Rio Grande do Sul.