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Navegando por Palavras-chave "ensino"

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Avaliação dos conteúdos relacionados à nutrição contidos nos livros didáticos de biologia do ensino médio
(Sociedade de Pediatria de São Paulo, 2011-12-01) Teixeira, Tatiana Cristina [UNIFESP]; Sigulem, Dirce Maria [UNIFESP]; Correia, Ingrid Chaves; Universidade Federal de São Paulo (UNIFESP)
OBJECTIVE:To analyze the nutrition-related issues of high school Biology textbooks by comparing the available information with the current knowledge. METHODS: A cross-sectional descriptive study was undertaken to evaluate all the Biology textbooks recommended by the Ministry of Education for high school classes. The data collection was performed by a structured assessment tool to evaluate the content of each book. The content was classified as sufficient, when all the variables analyzed were presented in the textbooks and in consonance with the current scientific literature; insufficient, when they were partially presented in the textbooks and in consonance with current scientific literature; absent, when the content was not available in the textbook. Variables available but outdated or incorrect were individually and descriptively assessed. The content analysis technique was employed in the present study. RESULTS: All the textbooks had nutrition-related information. However, most of them were insufficient to promote awareness of food choices and/or change of lifestyle. The following information was not available in the books: vitamin A and folate deficiency (100%), anemia due to iron deficiency (89%), obesity, iodine deficiency and food pyramid (78%). CONCLUSIONS: The insertion of nutritional education in the academic curriculum and the periodical review of nutrition-related issues presented in the textbooks may help the prevention of health problems among children and youth.
Acesso aberto (Open Access)
Enfermeiro: o simbólico da imprescindibilidade da formação de ser educador na prática da gestão assistencial
(Universidade Federal de São Paulo (UNIFESP), 2016-06-30) Melaragno, Ana Lygia Pires [UNIFESP]; Tanaka, Luiza Hiromi [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
This study was conducted with nine nurses who were undergraduates from a public university of São Paulo and worked in the same city in an institution specialized in pediatric oncology. The aim was to understand the meaning of being an educator and the relationship with the daily work and training through the perspective of these nurses. It is an exploratory study of qualitative approach, using Symbolic Interactionism as the theoretical and methodological framework. The data from the interviews were analyzed using the steps of Grounded Theory, which allowed the identification of the conceptual category "Nurse: the symbolic of the indispensability of training to be an educator in the practice of health care management?. Six selective categories have been identified: Forming a nurse educator; Being a nurse educator; Dedicating to be a nurse educator; Understanding educational activities; Identifying nursing, staff and institution models; Experiencing feelings of being a nurse educator. The development of being a nurse educator for the undergraduates during their education meant interacting with the users of basic care. On the subject of Collective Health Care, they apprehended the importance of the guidance that was given, which was essential to develop this practice in other stages. On the hospital care area, they realized that nurses needed to interact with the patients and their relatives, primarily with the pediatric population. The symbolic of being an educator was to exercise clinical reasoning, in which the full knowledge of the disease is indispensable. The training for the education of the nursing staff was perceived as a task of the internship in the Discipline of Nursing Administration, despite the importance verified on their performance. They value the educational institution and the rearguard of a university hospital regarded as a differentiator for their training. Being a nurse educator in the researched institution is a cause for satisfaction and the feeling of serving as a reference for the patient, their family and the staff. The educational activities developed by the undergraduates consisted of guidelines on nursing care, self-care, home care and interdisciplinary interaction. The study demonstrates that nurses need to develop educational skills since before graduation in order to feel more confident in operation, mainly in specialized institutions.
Acesso aberto (Open Access)
O ensino da promoção da saúde na graduação de fonoaudiologia na cidade de São Paulo
(UNICAMP - Faculdade de Educação, 2010-12-01) Casanova, Isis Alexandrina [UNIFESP]; Moraes, Ana Alcídia de Araújo; Ruiz-Moreno, Lidia [UNIFESP]; Universidade Federal do Amazonas; Universidade Federal de São Paulo (UNIFESP)
The National Curriculum Guidelines (NCG) for the courses on health recommend the teaching of health promotion in order to adapt curricula to the National Health System (NHS). The aim of this study was to characterize the teaching of health promotion in courses on speech-language therapy in the city of São Paulo, identifying its curricular insertion, educational strategies and changes offered by the NCG. Data collection consisted of documental review of teaching plans and interviews with coordinators of speech-language therapy courses. Data obtained from the teaching plans were systematized considering the name, curricular integration, teaching time, goals, content and teaching strategies. The nuclei that guided the thematic analysis of the interviews were conceptions and curriculum changes. Health promotion is taught in subjects with traditional practices and during internship, in different performance settings. In the coordinators' point of view, health promotion teaching is relevant for the insertion of a speech therapist in the NHS, although it is necessary to increase the number of experienced teachers in the public health area.
Acesso aberto (Open Access)
O ensino do exame físico em escolas de graduação em enfermagem do município de São Paulo
(Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo, 1998-07-01) Sousa, Valmi Delfino De; Barros, Alba Lucia Bottura Leite de [UNIFESP]; Case Western Reserve University; Universidade Federal de São Paulo (UNIFESP)
The present study is an exploratory survey attempting to get the point of view of the faculty of subjects considered responsible by teaching physical examination in the nursing undergraduate schools of São Paulo city that were selected for this study. The goals were: to detect the situation of teaching of propaedeutics basis; to identify factors that make them difficult; and to identify the recommendations of the faculty for the improvement of teaching and its implementation. The population studied was formed by 39 faculty of the subjects considered responsible by teaching physical examination. Results show us there is not a specific subject to teach physical examination, although it is tauhgt mainly in Fundamental Nursing; faculty are not entirely prepared to teach physical examination. To improve teaching of physical examination, the faculty suggest enhancing their knowledge and skills as well as to create a specific subject to teach physical examination with sufficient hours according to the content.
Acesso aberto (Open Access)
A experiência da Universidade São Francisco com o internato médico de psiquiatria utilizando a metodologia da aprendizagem baseada em problemas
(Sociedade de Psiquiatria do Rio Grande do Sul, 2009-01-01) Paulin, Luiz Fernando Ribeiro Da Silva; Poças, Regina Caeli Guerra [UNIFESP]; Universidade São Francisco; Universidade Federal de São Paulo (UNIFESP)
In the last few years, medical education has been going through curricular and pedagogical changes with the purpose of educating a new health professional. One of the pedagogical alternatives is the education based on problem-solving, which works essentially with the construction of knowledge using significant experiences. Such learning model has enabled curricular changes, which, in the field of psychiatry, reflect the conquest of significant space for the development of a more humane and integral medical practice This article aims to discuss the experience of the Medical School of Universidade São Francisco (USF), in Bragança Paulista, concerning the implementation of the psychiatry internship using the problem-based learning (PBL) methodology since 2003. The psychiatry internship is undertaken in the fifth year of Medical School, and it consists of 320 hours, which correspond to 40 hours a week for 8 weeks. Activities are developed at the day hospital, at the outpatient clinic and at the general hospital during delivery of consultation-liaison psychiatry service. There was significant increase in the knowledge acquired by the students who, upon completing the internship, were able to develop clinical reasoning skills and had consolidated concepts and psychiatric practices adequate to the general medical education and compatible with the purposes of the undergraduate program. The reported experience can serve as a model for the implementation of a learning methodology regarding mental health based on the principles of the psychiatric reformation in Brazil, trying to develop community and interdisciplinary practices.
Acesso aberto (Open Access)
Experiência de integração ensino e serviço: um estudo do PET Saúde a partir da ótica do profissional de saúde
(Universidade Federal de São Paulo (UNIFESP), 2013-01-30) Costa, Andrea Ribeiro da [UNIFESP]; Batista, Sylvia Helena Souza da Silva [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
The aim of this study was to analyze the experience of an Educational Program for Health Work - PET Saúde da Família based on the integration between teaching and service. This program was developed with a partnership of the Universidade Federal do Pará and the city of Anantapur – Pará and examined from the preceptor’s perspective as a professional. The specific objectives were to apprehend health professionals´ concepts on the integration between teaching and service; to characterize the experiences developed in PET Saúde da Família in Anantapur - Pará; to map advantages and difficulties faced in the development of PET health services; to raise its contribution to health services and to identify professionals´ suggestions to be consolidated in the integration between teaching and service in this city. This study analyzed the theoretical approach concerning the SUS (Unique Health System) and integration between teaching and service; the inducing policies related to this integration outlining the assumptions of the Pró-Saúde and PET Saúde. The study used a qualitative approach with semi-structured interviews involving 11 preceptors of the PET Saúde da Família of UFPA / Para-Anantapur. Data were collected through the method of content analysis - thematic type. Based on the preceptor’s conceptions related to the integration between teaching and service, we obtained the following categories: teaching / learning process, training to work in the chosen career and in the Unique Health System, favoring the humanized formation, fomenting scientific research and the integrative University, preceptors, students, staff and the community. Concerning the experience of the PET Saúde, the following were apprehended: preceptorship concept as a liaison between the service and the University in student education; the selection process was conditioned to the experience of the preceptor and his availability for the PET program; the activities developed involved health promotion and prevention for public health and scientific researches in this area; and student’s assessment through an instrument developed by the PET coordination ; lack of an adequate student profile for what was proposed; infrastructure of the units; insufficient resources for educational activities, University support for other actions and municipality management and preceptor and student’s lack of ability to develop scientific research. Contributions to the service include permanent education, changes in the activities and development of action towards health promotion and prevention and the community adherence to them.
Somente Metadadados
Formação docente do enfermeiro na educação superior: uma contribuição para o ensino em saúde
(Universidade Federal de São Paulo (UNIFESP), 2014-11-26) Marchiori, Mara Regina Caino Teixeira [UNIFESP]; Viana, Ligia de Oliveira [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
The main objective of the present study is the process of teaching education of nurses in higher education. Its general objective is to understand the process of teaching education of nurses in higher education. And, the specific objectives are: to describe knowledge, abilities and behavior developed by the nurse/teacher in the construction of skills in higher education; to analyze the strategies used by the nurse/teacher in his education during his professional path; and to discuss the process of teacher education of nurses in higher education in Brazil. A qualitative, exploratory and descriptive research was done in federal and private Higher Education Institutions, from the North, Northwest and Midwest regions of the Rio Grande do Sul State, authorized by the Ethics Committee in Research with Human Beings of the University of São Paulo, under the nº 126.083. the individuals of this research were eight nurse/teachers from the Nursing Graduation Course and from Post-Graduation Courses and members of the staff in those Higher Education Institutions. To answer the proposal of this study, the data collection was done through a narrative interview, of individual semi structured type. The results were organized in two thematic categories with its respective subcategories: Professional Education of e nurse/teacher (the contribution of the initial education course in Nursing and the move of lato sensu and the Construction of the Teachers? Knowledge of nurses through the pedagogical practice (networks of the nurse/teacher know-how relations; and the construction of the producing experience of education through auto education). Results evidence the thesis that the professional education of nurse/teachers in higher education has been constructed from the moves of graduation and post-graduation, and the teachers? knowledge of a nurse, through the pedagogical practice. It is concluded that the various skills were developed by the nurse/teacher determined by personal, professional and institutional strategies, contributing to base the creation of policies of teaching education of nurses in higher education in Brazil.
Somente Metadadados
Modelo didático simples para o ensino de oftalmoscopia direta
(Universidade Federal de São Paulo (UNIFESP), 2015-03-06) Martins, Thiago Goncalves dos Santos [UNIFESP]; Martins, Elisabeth Maria Resaffa Nogueira Martins [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
Purpose: To present an easy-to-make, low-cost eye model to be used in direct ophthalmoscopy skill-training activities targeting medical students. Methods: We used a cardboard with a black background to build the box in which an acrylic sphere would be placed. Color retinography photographs were reduced and printed to mimic the fundus and were placed below the sphere. A piece of plaster was used to hold together the sphere and the printed image, avoiding misalignment. After putting the sphere in place, the box was closed with a piece of cardboard with a central hole that simulated the pupil. Results: The proposed low-cost model is simple to build and enables adequate training. Conclusion: The model has the purpose of facilitating learning. It also contributes to the training of physicians in the diagnosis of diseases that can lead to blindness, enabling rapid referral of patients to specialized services.
Somente Metadadados
Percepções de egressos sobre o processo de ensinar e aprender no curso de especialização de educação continuada em enfermagem
(Universidade Federal de São Paulo (UNIFESP), 2013-12-20) Freitas, Maria Aparecida de Oliveira [UNIFESP]; Cunha, Isabel Cristina Kowal Olm Cunha [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
This research aimed to understand the perceptions of graduates on the process of teaching and learning in the Specialization Course of Continuing Education in Nursing, in perspective of Significant Learning and Adult Learning. Therefore, we carried out an exploratory qualitative approach developed in two phases: a questionnaire with 10 open questions and 29 graduates from the period 2007 to 2011, with a return of 69% (20). For the second stage part 10 discharged through a semi-structured core comprises drivers that emerged from the categories of analysis of the first phase. The analysis of data was done by the Technical Content Analysis with categorical analysis in the first stage and core drivers: expectations about the course, learn, teach, teacher participation, meaningful learning (determinants, experiences, characteristics and why?) And teaching-learning process. These cores sought to Context Units and Units Registration emerged where 10 categories of analysis. In the second phase the core drivers of analysis were teaching-learning, meaningful learning and teacher participation. Analysis of the responses indicated that the process of teaching and learning in the course of Continuing Education was very important not only for the training of graduates as individuals but very significant since the new learning subjects related to those experienced in the workplace modifying practices, offering courses and training more effective, mobilizing employees to participate actively, using new strategies of motivation and learning for teams of employees, allowing further reflection on their practice of nursing continuing education. The learning process experienced by students favored the construction and reconstruction of knowledge and was important in that it allowed the structuring or restructuring Services Continuing Education where he worked. The graduates indicated that much of this transformation was directly linked to the knowledge of the discipline of didactics and their educational content, as these have a strong influence on the nursing Continuing Education. The research also showed that significant learning associated with andragogy appears guide the way to make it less arduous process of teaching and learning in this type of education, especially in healthcare.
Acesso aberto (Open Access)
A relação teoria e prática na formação do enfermeiro: concepções de acadêmicos de enfermagem em estágio supervisionado
(Universidade Federal de São Paulo (UNIFESP), 2014-10-11) Alves, Tatiane Fernandes [UNIFESP]; Oliveira, Nara Rejane Cruz de [UNIFESP]; http://lattes.cnpq.br/5610581984121401; http://lattes.cnpq.br/7284243511371842; Universidade Federal de São Paulo (UNIFESP)
The research had the objective of investigate the concepts, understand the expectations and learn perceptions of nursing students about the relation theory and practice in the ?Supervised Academic Training?. It is about a wide-ranging study of qualitative methodology. Eighty-three students who were participating the ?Supervised Academic Training? in nursing graduation course composed the sample. The information collected was based on a semi-structured interview; data were examined by analysis content. The categories for data analysis were, seeking to become a nurse, perception of practice at the university, the construction of applicability experienced in the ?Supervised Academic Training?, expectations of nursing undergraduate students experienced in the ?Supervised Academic Training?, getting to know the relationship between theory and praxis in the vision of nursing undergraduate students on the ?Supervised Academic Training?. Based on the data between theory and practice in the formation of students, the statements revealed the need for reflection on the ?Supervised Academic Training? regarding didactical/pedagogical aspects, structural and legal, in order to build an internship policy, agreed between teaching service management of the health system. The relationship between theory and practice must be thought as a method of construction, involving the universities, teaching and service with the Práxis in the training field bringing the reality of health for their vocational training.
Acesso aberto (Open Access)
Tarrafa de pescaria: o uso de carta na pesquisa
(UNESP, 2006-06-01) Moraes, Ana Alcídia Araújo [UNIFESP]; Universidade Federal de Sâo Paulo Centro de Desenvolvimento do Ensino Superior em Saúde; Universidade Federal do Amazonas Faculdade de Educação
The text shares an experience in which letters were used as one of the means for collecting information for an investigation. The period of investigation went from 1996 to 1997 and involved 16 letters sent by the researcher and 13 letters received in response from the research subjects. Letters, missives or epistles are a resource rarely used in research, though some studies report that lately their use has been growing. The letters collected in this study reflected a crisscrossing of reader-professor histories, as they were sometimes similar and sometimes different, in the natural movement of histories that were also underscored by other voices and by different times, spaces and transposed pathways. The use of letters showed itself to be a generator of links of enchantments, of the crisscrossing of affective and cultural relationships between the investigator and the professors and a self-education alternative.
Acesso aberto (Open Access)
A tira cômica no livro didático de língua portuguesa e no caderno de apoio da Prefeitura de São Paulo
(Universidade Federal de São Paulo (UNIFESP), 2016-07-22) Silva, Yara Dias da [UNIFESP]; Ramos, Paulo Eduardo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
This dissertation aims to study the comic strips in the 2009 edition of the textbook Portuguese: the art of the word and the second chapter of the Portuguese Language schoolbook for learning and support, both of them are destined for the seventh grade of elementary school. Our proposal is to check how these strips contributes to the reading of multimodal genres process to be performed by the student, which will be done through analysis of the proposed activities in these two publications. To approach this proposal, we will: 1) verify how the strips are taken in the teaching materials used in classrooms of São Paulo; 2) evaluate how the process of reading them in these materials is; 3) observe how is the dialogue between these educational materials and official documents of education in the country. We are based on the concepts of linguistics Textual, which are articulated with theoretical assumptions related to comics and based on research and official documents on education in Brazil, we seek to carry out an analysis of the language within the school context. From Linguistics Textual, we rely on the text concepts, discourse object, inference, previous knowledge (KOCH, 2009, 2013) and multimodality (Kress, Van Leeuwen, 2001). To regard the comics, we based on hipergenre settings (RAMOS, 2011; MAINGUENEAU, 2006, 2015), and constituent elements of language (RAMOS, 2014th; Cagnin, 1975). From Official documents, we will review the National Curriculum Parameters (PCN) in relation to the reading aspect. The Curriculum Guidelines and Proposal of Portuguese Language learning expectations of elementary school, in addition to reading, we selected what is presented as expected to be achieved, specifically in reading the comics. We also seek to bring and analyze what is said in both materials on the role of the professor of Portuguese language in the classroom. We also focus on the Law for Education Basis in Brazil (LDB 9.394 / 1996), we rely on the fact that it has effected a change in the conception of language and teaching of Portuguese language, which generated a change in teaching materials. Regarding to the design of textbook Portuguese, we are based on Bunzen (2005) and Mendonça (2012). To understand the way of textbook in Brazil, we will rely on Dias (2010), Oliveira (1984), Rojo & Batista (2003), Jury & Rojo (2006), in addition to sites FNDE (National Fund for Education Development) and ABRELIVOS (Brazilian Association of School Books Publishers). From the analysis it was found that activities were presented that is not reduced to linguistic analysis, however, most of the exercises was the comics, specifically the comic strips of marginalized way, always with the grammatical content learning objective, without being taken into consideration the direction of the strips, often unsuitable for the public to which the material is intended. Such an approach proves what they say the National Curriculum Parameters, under which the only aimed at checking the grammatical content work is exceeded by not allowing the formation of a critical citizen. Thus, our aim was to show that there are ways to propose exercises that explore the articulation of linguistic elements to visual, reading these multimodal texts, contributing greatly to the reader student education, assisting him in building critical awareness about what runs through your reality, thus allowing the school function is fulfilled and to form effectively a citizen, as established by PCN. The approach of comics focused on the production level as well as in non-verbal elements allied to verbal, can instigate the student's interest and become a powerful resource for the teacher, as exercising the work with texts composed by more than one method, which require joint information, activation of prior knowledge, inferences, exchange experience with colleagues, to be built one of the many possible meanings. Thus, it is possible to contribute in a significant way to the development of the construction process of meaning of these texts, helping students develop their reading capacity.

Navegando por Palavras-chave "ensino"

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