Impacto das variáveis socioeconômicas no desempenho do Enem: uma análise espacial e sociológica / Impacto de las variables socioeconómicas en el desempeño del Enem: un análisis espacial y sociológico / Impact of socioeconomic variables on Enem performance: a spatial and sociologic analysis

Resumo O objetivo deste trabalho é identificar variáveis com maior impacto no desempenho dos municípios no Exame Nacional do Ensino Médio (Enem), tanto para a prova objetiva quanto para a redação, com base em técnicas de estatística espacial, que permite analisar a dinâmica da influência territorial, e da perspectiva da sociologia da educação. Pretende-se mensurar o grau de importância de cada categoria de variáveis para a média e a variância das notas do Enem. Para isso, utilizam-se modelos estatísticos e geoespaciais, como regressão linear múltipla e regressão espacial, a partir do Enem de 2018. Para a prova objetiva, variáveis como o percentual de estudantes com bolsa, renda, raça, escolaridade e nível instrucional da mãe são fatores relevantes para o desempenho e a dispersão das notas dos estudantes de cada município. Para a redação, as variáveis são similares às da prova objetiva, mas com menor impacto na média e na dispersão das notas. Esse fator explicativo aumenta quando introduzimos um componente espacial no modelo para as notas de redação, indicando que outros fatores regionais, diferentes dos socioeconômicos, impactam o desempenho e a dispersão dos municípios. Os resultados reforçam os estudos da sociologia da educação, ao destacarem as disparidades socioeconômicas refletidas no desempenho estudantil, fundamentos da reprodução escolar das desigualdades mencionadas por Bourdieu (1998, 2008, 2009). Estudos com essa perspectiva integrada são relevantes para o entendimento da influência no nível da localidade dos municípios, podendo evidenciar lacunas específicas, direcionando e influenciando ações públicas visando à superação das desigualdades.

Resumen El objetivo de este trabajo es identificar variables con mayor impacto en el desempeño de los municipios en el Examen Nacional de Enseñanza Media (Enem), tanto para la prueba objetiva como para la prueba de redacción, a partir de técnicas de estadística espacial que permiten analizar la dinámica de la influencia territorial, y de la perspectiva de la sociología educacional. Pretendemos medir el grado de importancia de cada categoría de variables para la media y varianza de la puntuación del Enem. A tal fin, utilizamos modelos estadísticos y análisis geoespaciales, como regresión lineal y espacial, a partir del Enem 2018. Los resultados muestran que, para la prueba objetiva del Enem, variables como el porcentaje de alumnos becarios, renta, raza, escolaridad y nivel de instrucción de las madres son factores relevantes para el desempeño y dispersión de las notas de los estudiantes en cada municipio. Para el desempeño en redacción, las variables son similares a las de la prueba objetiva, no obstante, con menor impacto en la media y dispersión de la puntuación. Cuando se introduce un componente espacial en el modelo de puntuación de redacción, el factor explicativo aumenta, señalando que existen otros criterios regionales, distintos a los socioeconómicos, que impactan sobre el desempeño y dispersión de los municipios. Los resultados refuerzan los estudios de la sociología de la educación, ya que subrayan las disparidades socioeconómicas reflejadas en el desempeño de los estudiantes, que son fundamentos de la reproducción escolar de las desigualdades analizadas por Bourdieu (1998, 2008, 2009). Las investigaciones con esta perspectiva integrada son relevantes para la comprensión de la influencia en la regionalidad de los municipios, pudiendo revelar brechas específicas y, en consecuencia, dirigir e incidir en acciones públicas orientadas a la superación de desigualdades.

Abstract This study aims to identify variables with the highest impact on students' performance in the National Exam of High School (Enem), per municipality. The research adopted the educational sociology perspective and used spatial statistics to analyze the dynamics of territorial influence. We analyzed Enem 2018, measuring the degree of importance of each category of variables for the average and variance of students' grades in the exam - which is separated in an essay and an objective test - and used statistical modeling and geospatial analysis, such as linear and spatial regressions. The results indicate that, for the objective test, variables like percentage of students with scholarship, income, race, schooling, and education level of students' mothers are relevant to students' performance and dispersion of grades in each municipality. For the essay, variables were similar to the objective test but with less impact on the average and variance of the grades. This explicative factor increases when a spatial component is introduced in the model for the essay grades, indicating that there are other regional factors, besides socioeconomics, impacting the performance and dispersion per municipality. The results reinforce the sociological studies on education since the socioeconomic disparities reflected in the students' performance stand out, which are also pointed out by Bourdieu (1998, 2008, 2009) in his studies of the fundamentals of school productivity of inequalities. Studies with this integrated perspective are relevant to understand the influence of municipalities' location, evidencing specific gaps and, consequently, directing and influencing public actions to overcome inequalities.

Competencias Informacionales en los profesores en la Universidad de Ciencias Médicas de La Habana / Information skills among teachers of the University of Medical Sciences of Havana

RESUMEN Introducción: Competencias Informacionales permiten a los profesores, dominar el contenido y ampliar investigaciones, para asumir su aprendizaje. Objetivo: Diagnosticar los problemas que dificultan el desarrollo de las Competencias Informacionales en los profesores. Material y métodos: Se realizó una investigación pedagógica con enfoque cualitativo, se trabajó con una muestra no probabilística, de 60 profesores. Resultados: Se realizó el procedimiento para el diagnóstico con la parametrización del objeto de estudio, estableciéndose como variable el desempeño docente de los profesores. En el campo de estudio se establecen tres dimensiones: función docente en la Educación Médica, la superación profesional y el comportamiento profesional y humano, con sus indicadores y los instrumentos aplicados que dan salida a cada indicador. Conclusiones: Se expone la metodología utilizada. La relación entre las competencias informacionales y desempeño docente permitió realizar la parametrización de la variable. Se identificaron dimensiones e indicadores, los instrumentos caracterizaron el estado del desarrollo de las competencias informacionales. Las indagaciones teóricas identificaron insuficiencias y potencialidades de la variable. El inventario de problemas y las potencialidades, permiten modelar una alternativa de superación, que el desarrollo de competencias informacionales en los profesores.

ABSTRACT Introduction: Information skills allow teachers to master the contents and to expand research to undertake learning. Objective: To diagnose the problems that affect the development of information skills among teachers of the University of Medical Sciences of Havana. Material and methods: A pedagogical qualitative research was conducted; the probabilistic sample was composed of 60 teachers. Results: The diagnostic procedure was carried out with parameterization of the object of study, establishing teacher performance as variable. Three dimensions were established in the field of study: teaching performance in Medical Education, professional improvement and professional and human behavior; they included their indicators and the instruments applied that meet every indicator. Conclusions: The methodology used is presented. The relationship between information skills and teaching performance allowed us to carry out the parameterization of the variable. Dimensions and indicators were identified; the instruments characterized the level of development of information skills. Theoretical investigations identified the weaknesses and strengths of the variable. The list of problems and potentialities allowed us to develop an improvement alternative for the development of information skills among teachers.

Superación profesional del licenciado en enfermería para la solución de problemas en su desempeño profesional pedagógico / Professional upgrading of the Graduate in Infirmary for the solution of problems in their pedagogic professional acting

INTRODUCCIÓN: en el perfil de egresado de los profesionales de Enfermería se contempla que está preparado para cumplir funciones docentes teniendo en cuenta que recibe en su formación la asignatura Proceso enseñanza aprendizaje. En su contexto de actuación como docente constantemente se enfrenta a problemas profesionales que inciden en su desempeño pedagógico profesional. OBJETIVOS: realizar un análisis de la superación profesional de Enfermería para la solución de problemas profesionales que se presentan en su desempeño pedagógico profesional. MÉTODOS: se utilizaron los métodos de revisión bibliográfica y análisis documental y la sistematización como método, combinando descriptores y palabras clave relacionadas con superación profesional, desempeño profesional pedagógico y problemas profesionales. Los autores utilizaron la triangulación de fuentes para definir operacionalmente la superación profesional del Licenciado en Enfermería. RESULTADOS: se realizan reflexiones sobre la importancia de la superación profesional y las áreas del desempeño profesional pedagógico hacia las que debe ir dirigida para el cumplimiento de las funciones docentes del Licenciado en Enfermería. CONCLUSIONES: se determinó que la superación profesional de Enfermería debe estar dirigida hacia los problemas profesionales lo cual le permite elevar la calidad de su desempeño pedagógico profesional, se definió operacionalmente la superación profesional del Licenciado en enfermería.

INTRODUCTION: In the profile of the infirmary professionals' graduated it is contemplated that it is prepared to complete educational functions keeping in mind that he/she receives in their formation the subject I Process teaching learning. In their performance context like educational constantly he/she faces professional problems that impact in their acting pedagogic professional. OBJECTIVES: To carry out an analysis of the professional upgrading of infirmary for the solution of professional problems that you/they are presented in their acting pedagogic professional. METHODS: The methods of bibliographical revision and documental analysis and the systematizing like method were used, combining describers and words key related with professional upgrading, acting pedagogic professional and professional problems. The authors used the triangulation of sources to define the Graduate's professional upgrading operationally in Infirmary. RESULTS: They are carried out reflections on the importance of the professional upgrading and the areas of the acting pedagogic professional toward those that he/she should go directed for the execution of the Graduate's educational functions in Infirmary. CONCLUSIONS: It was determined that the professional upgrading of infirmary should be directed toward the problems that which allows him to elevate the quality of its acting pedagogic professional, he/she was defined the Graduate's professional upgrading operationally in infirmary.

Anaemia among Students of Rural China’s Elementary Schools: Prevalence and Correlates in Ningxia and Qinghai’s Poor Counties.

Although the past few decades have seen rising incomes and increased government attention to rural development, many children in rural China still lack regular access to micronutrient-rich diets. Insufficient diets and poor knowledge of nutrition among the poor result in nutritional problems, including irondeficiency anaemia, which adversely affect attention and learning of students in school. Little research has been conducted in China documenting the prevalence of nutritional problems among vulnerable populations, such as school-age children, in rural areas. The absence of programmes to combat anaemia among students might be interpreted as a sign that the Government does not recognize its severity. The goals of this paper were to measure the prevalence of anaemia among school-age children in poor regions of Qinghai and Ningxia, to identify individual-, household- and school-based factors that correlate with anaemia in this region, and to report on the correlation between the anaemic status and the physical, psychological and cognitive outcomes. The results of a cross-sectional survey are reported here. The survey involved over 4,000 fourth and fifth grade students from 76 randomly-selected elementary schools in 10 poor counties in rural Qinghai province and Ningxia Hui Autonomous Region, located in the northwest region of China. Data were collected using a structured questionnaire and standardized tests. Trained professional nurses administered haemoglobin (Hb) tests (using Hemocue finger prick kits) and measured heights and weights of children. The baseline data showed that the overall anaemia rate was 24.9%, using the World Health Organization’s blood Hb cut-offs of 120 g/L for children aged 12 years and older and 115 g/L for children aged 11 years and under. Children who lived and ate at school had higher rates of anaemia, as did children whose parents worked in farms or were away from home. Children with parents who had lower levels of education were more likely to be anaemic. The anaemic status correlated with the adverse physical, cognitive and psychological outcomes among the students. Such findings are consistent with findings of other recent studies in poor, northwest areas of China and led to conclude that anaemia remains a serious health problem among children in parts of China.