Distintas perspectivas do processo de ensino-aprendizagem da lingua escrita e a formação do alfabetizador / Different perspectives of the teaching-learning process of the written language and the literacy teacher training

Estudo teórico que analisa as diferentes perspectivas de aquisição da linguagem escrita: tradicional, construtivista psicogenética, métodos fônicos e letramento. O referencial de análise é a concepção de alfabetizar letrando, na qual a alfabetização (domínio do sistema gráfico) e o letramento (uso da leitura e da escrita nas diversas funções sociais) são trabalhadas conjuntamente. Uma segunda análise destaca três momentos da formação de alfabetizadores: o tradicional, o construtivista e a tentativa de superação destas duas abordagens. Os resultados do estudo evidenciaram o afastamento das diversas perspectivas metodológicas da concepção de alfabetizar letrando e a necessidade da formação de alfabetizadores considerar a alfabetização e o letramento como ações indissociáveis.

A theoretical study which analyses the different perspectives of the acquisition of written language: the traditional method, the psycogenetic constructivism, the phonic methods and the whole language approach. The parameter for analysis is the assumption of literacy through the whole language approach in which learning to read and write (mastering the graphic system) and literacy (appropriate use of reading and writing in different social functions) are developed together. A second analysis points out three moments in the preparation of teachers: the traditional, the constructivist and finally the attempt to overcome these two perspectives. The results of the study point out that there is a gap between these three methodological perspectives and the notion of preparing teachers who consider that mastering the graphic system and becoming competent users of language in its several social functions are inseparable teaching actions.

Orthodontic treatment need of children in Trinidad and Tobago / Necesidad de tratamiento ortodóntico de los niños en Trinidad y Tobago

OBJECTIVE: This prospective cross-sectional study was undertaken to determine the normative and perceived orthodontic treatment needs of children aged 11-12 years in a Caribbean country, Trinidad and Tobago. METHODS: One author, an experienced orthodontist, examined 367 children using the Dental Health Component (DHC) of the Index of Orthodontic Treatment Need (IOTN) to assess the normative need. The same orthodontist administered the questionnaire to assess the patient's perceived needs using the Aesthetic Component (AC) of the IOTN and the Oral Aesthetic Subjective Impact Scale (OASIS). RESULTS: The DHC and the AC of the IOTN and the OASIS showed respectively that 61.4%, 2.5% and 0.6% of the children had definite need for orthodontic treatment. The female proportion of the sample was more than the target population but the perceived need and normative need for orthodontic treatment did not depend significantly (p < 0.05) on the gender or ethnicity of the subjects of this study. The perception of need for orthodontic treatment differed inversely from the normative need and this is seen to be significant (p < 0.05) when OASIS was used. CONCLUSIONS: Approximately three out of five children in Trinidad and Tobago have a great (or very great) need for orthodontic treatment for dental health reasons.

OBJETIVO: Este estudio prospectivo transversal fue emprendido con el objeto de determinar las necesidades del tratamiento ortodóntico normativo y percibido para niños de 11-12 años de edad en un país caribeño - Trinidad y Tobago. MÉTODOS: Un autor - ortodoncista experimentado - examinó a 367 niños usando el Componente de Salud Dental (DHC) del Índice de Necesidad del Tratamiento Ortodóntico (IOTN) para evaluar la necesidad normativa. El mismo ortodoncista aplicó la encuesta para evaluar las necesidades percibidas del paciente usando el Componente Estético (CA) del IOTN y Escala ortodóntica de impacto estético subjetivo (OASIS). RESULTADOS: El DHCy el CA del IOTNy el OASIS mostraron respectivamente que 61.4%, 2.5% y .6% de los ninos tenían una necesidad definida de tratamiento ortodóntico. La proporción de hembras de la muestra fue mayor que la población objetivo, pero la necesidad percibida y la necesidad normativa de tratamiento ortodóntico no dependia significativamente (p < 0.05) del género o etnicidad de los sujetos de este estudio. La percepción de la necesidad de tratamiento ortodóntico difería inversamente de la necesidad normativa y puede verse que es significativa (p < 0.05) cuando el OASIS fue usado. CONCLUSIONES: Aproximadamente tres de cada cinco ninos en Trinidad y Tobago tienen una necesidad grande (o muy grande) de tratamiento ortodóntico por razones de salud dental.