Résumé
Resumo: Analisamos a moralidade a partir de representações e práticas efetivadas em uma escola pública de São João del-Rei, o Grupo Escolar "João dos Santos". Sob o ponto de vista teórico-metodológico, utilizamos os "jogos de escalas", que possibilitam a apreensão de diferentes dimensões: do nacional ao regional, do local ao individual. Foi realizada uma pesquisa documental em fontes diversas: legislação, imprensa periódica, atas de exames da escola, jornal publicado por professores e alunos da instituição, fotografias, boletins, caderno de caligrafia e entrevistas com uma ex-aluna. No período analisado, 1930 a 1946, houve ampliação do acesso aos grupos escolares no Brasil e intensa atividade legislativa a regular o ensino religioso. Concluímos que, mesmo não sendo o ensino religioso conteúdo obrigatório nas escolas públicas, a cultura religiosa se encontrava disseminada nas atividades escolares, fosse nas aulas de caligrafia, nas festas escolares, fosse no periódico publicado por professores e estudantes. Ademais, a aula "Religião" foi acrescentada por uma professora no boletim escolar, constando de parte da avaliação. Tais indícios revelam falta de sincronia entre as prescrições legais e as práticas escolares.
Abstract: In this paper, we analyze the morality based on representations and practices carried out in an elementary school in São João del-Rei (Minas Gerais, Brazil), the "João dos Santos". Under the theoretical and methodological point of view, we use the "scales of games" that allow the seizure of various dimensions, from national to regional, local to the individual. A documentary research was carried out in several sources such as legislation, periodical press, school test minutes, journal published by teachers and students, photographs, report cards, copybook and interviews with a former student. In the analyzed period, from 1930 to 1946, there was an increase of access to the elementary school in Brazil and intense legislative activity to regulate religious education. We have concluded that, even though religious education is not compulsory content in public schools, religious culture was widespread in school activities, whether copybook classes, at parties or in periodical published by teachers and students. Even "Religion" class was added by a teacher in the report card consisting of part of the assessment. Such evidences reveal the lack of synchronicity between legal requirements and school practices.
Résumé
Aim: Determining the rate of physical and emotional abuse among elementary school students of Isfahan and its relation with demographic characteristics Place and Duration of the Study: The study was conducted in 12 elementary school of Isfahan in central Iran from November to January of 2014. Methods: In this analytic descriptive study 500 elementary students from 12 elementary schools under supervision of The Education Department of Isfahan, central Iran, were participated. Samples were selected through multi-step random sampling. Data was gathered using a researcher made questionnaire about some individual and family characteristics and physical and emotional abuse from January to November 2014. Data was analyzed using SPSS software and by appropriate analytic descriptive statistics. Results: Results showed that “you were forced to stand in the corner of the class” among choices for physical abuse (mean = +1.87, -0.96) and “you were shout at” among choices for emotional abuse (mean = +1.80, -0.98) gained the highest mean scores. There was a significant relation between the age and sex of student and their fathers’ job with the rate of physical and emotional abuse. But mothers’ education only had a statistically significant relation with emotional abuse. There was no significant relation between fathers’ education and mothers’ job with the rate of physical and emotional abuse. Conclusions: Since physical and emotional abuse does exist among elementary school students, and it is more in boys rather than girls and in older students rather than younger students, careful planning, supervisory actions and necessary educations regarding this field are essential.
Résumé
The purpose of this study was to examine nutrition management conditions of lunch with the elementary schools and middle schools in the Changwon area. 292 students (5th and 6th graders) from three elementary schools and 330 students from three middle schools (boys, girls, and co-ed) participated in the aggregate selective plate waste measurement for 5 days. Planned menus, serving sizes and plate waste amount data were collected. Nutrient analyses for the planned, served and consumed menus at school lunches were performed by using CAN-PRO 3.0. Nutrient analyses of the planned, served and consumed menus were compared with nutrient management standard (former edition) for school lunch and 1/3 Korean Dietary Reference Intakes (KDRIs). Significant difference was found in the average consumption rate between the elementary schools (82.2%) and the middle schools (71.8%). Specifically, the consumption rates of steamed rice (p < 0.001), side dish 1 (p < 0.001), and Kimchi (p < 0.01) at the middle schools were significantly lower than those of the elementary schools. When the nutrient contents in the served menus were put into percentages to the nutrient contents in the planned menus, middle schools (92.3%) showed bigger serving loss than the elementary schools (95.4%). In the nutrient assessment comparied with nutrient management standard (former edition), middle school lunches showed comparatively less energy or less some nutrient contents against the standard than the elementary school lunches. Specifically, in case of boys in middle schools, Vitamin C was the only nutrient content that satisfied the standard in the planned menus, served menus and consumed menus. In the 1/3 KDRIs based assessment, middle schoolers were found not to be provided proper nutrients with school lunches. To improve nutrition management at middle school foodservices, dietitians should reinforce nutrient assessment for menu planning, and try to decrease serving loss and plate waste.