Voice Disorder, Job Stress, and COVID-19 in Teachers: Impacts in Times of Pandemic

Introduction: The conditions of teachers' work during the COVID-19 pandemic affected teachers' lives regarding voice disorder and stress, even in emergency remote classroom situation. Objective: To analyze the relationship between the presence of voice disorder, job stress, and COVID-19 in teachers when in emergency remote classroom teaching situation at the time of the pandemic. Method: This is a primary, exploratory, observational cross-sectional study with the use of survey forwarded online during the period of emergency classes after the arrival of COVID-19 pandemic in Brazil. The teachers answered the sociodemographic questions about the presence of COVID-19 and the following instruments: Condition of Vocal Production-Teacher [Condição de Produção Vocal - Professor (CPV-P)], Screening Index for Voice Disorder (SIVD), and Job Stress Scale (JSS). Results: Of the 118 teachers analyzed, 94.1% were female; the average age was 44 years. The SIVD recorded the presence of voice disorder in 66.9% of the participants. Regarding the JSS, which are the findings related to stress at work in the demand domain, the teachers showed high levels, a fact which presupposes the existence of pressure of psychological nature to perform their work. Conclusion: The teachers self-reported the presence of voice disorder even in remote class situation, on the occasion of COVID-19, which were more common in older teachers. When comparing the presence of voice disorders, coronavirus symptoms, and stress domains in relation to demand, control, and social support, there was no significance. It is hoped that this study will help to reflect on the need to improve teachers' working conditions, strengthening work-related voice disorder actions and guiding actions for vocal care and well-being.

Introducción: Las condiciones de trabajo de los profesores durante la pandemia de COVID-19 afectaron sus vidas en lo que respecta al trastorno de la voz y el estrés, incluso en situaciones de emergencia en aulas remotas. Objetivo: Analizar la relación entre la presencia de trastorno de la voz, estrés laboral y COVID-19 en profesores cuando se encontraban en situación de emergencia de enseñanza en aulas remotas en la época de la pandemia. Método: Se trata de un estudio primario, exploratorio, observacional de tipo transversal, con el uso de encuesta remitida online durante el periodo de clases de emergencia tras la llegada de la pandemia de COVID-19 en Brasil. Los profesores respondieron a las preguntas sociodemográficas sobre la presencia de COVID-19 y a los siguientes instrumentos: Condición de Producción Vocal-Profesor (CPV-P), Índice de Detección de los Trastornos de la Voz (SIVD) y Escala de Estrés Laboral (JSS). Resultados: De los 118 profesores analizados, el 94,1% eran mujeres; la mediana de edad era de 44 años. El (SIVD) registró la presencia de trastorno de la voz en el 66,9% de los participantes. En cuanto a la JSS, que son los hallazgos relacionados con el estrés laboral en el dominio de la demanda, los profesores mostraron niveles elevados, hecho que presupone la existencia de presiones de naturaleza psicológica para realizar su trabajo. Conclusión: Los profesores autoinformaron de la presencia de trastornos de la voz incluso en situación de clase a distancia, con ocasión del COVID-19, que fueron más frecuentes en los profesores de más edad. Al comparar la presencia de trastornos de la voz, los síntomas del coronavirus y los dominios de estrés en relación con la demanda, el control y el apoyo social, no hubo resultados significativos. Se espera que este estudio ayude a reflexionar sobre la necesidad de mejorar las condiciones de trabajo de los docentes, fortaleciendo las acciones de Trastorno de la voz relacionado con el trabajo (WRVD) y orientando acciones para el cuidado y bienestar vocal.

O papel da escola e da Educação Física no controle do sobrepeso e obesidade juvenil na perspectiva de professores atuantes no ensino superior / The role of schools and Physical Education in the control of overweight and juvenile obesity from the perspective of teachers working in higher education / El papel de las escuelas y la Educación Física en el control del sobrepeso y la obesidad juvenil desde la perspectiva de docentes que trabajan en la educación superior

O presente artigo apresenta os resultados de uma pesquisa quantitativa com viés exploratório descritivo, cujo objetivo foi analisar a percepção de 22 professores de Educação Física (18 homens e 04 mulheres), atuantes no magistério superior, sobre o papel da escola e da Educação Física no controle do sobrepeso e obesidade juvenil. Foi utilizada versão adaptada do Perceptions of Youth Obesity and Physical Education Questionnaire. A análise dos dados deu-se a partir das seguintes categorias: percepção da obesidade juvenil, papel da escola e papel da Educação Física permitiu inferir que os professores percebem a escola como um espaço potencial para a promoção de ações, como a oferta de disciplinas curriculares voltadas ao controle do peso corporal. Contudo, tanto a escola, quanto o professor e sua práxis nas aulas de Educação Física não devem restringir as intervenções de forma circunscrita ao tratamento e controle da obesidade juvenil (AU).

This article presents the results of a quantitative research with a descriptive exploratory bias, whose objective was to analyze the perception of 22 Physical Education teachers (18 men and 04 women), working in higher education, about the role of school and Physical Education in controlling overweight and juveni-le obesity. An adapted version of the Perceptions of Youth Obesity and Physical Education Questionnaire was used. The analysis of the data from the categories called perception of youth obesity, role of the school and role of Physical Education allowed inferring that teachers perceive the school as a potential space for the promotion of actions, such as the offer of curricular disciplines aimed at controlling the body weight. However, both the school and the teacher and their practice in Physical Education classes should not limit interventions to the treatment and control of juvenile obesity (AU).

Este artículo presenta los resultados de una investigación cuantitativa con sesgo exploratorio descriptivo, cuyo objetivo fue analizar la percepción de 22 profesores de Educación Física (18 hombres y 04 mujeres), que actúan en la enseñanza superior, sobre el papel de la escuela y la Educación Física en el control so-brepeso y obesidad juvenil. Se utilizó una versión adaptada del Cuestionario de Percepciones de Obesidad Juvenil y Educación Física. El análisis de los datos de las categorías denominadas per-cepción de la obesidad juvenil, rol de la escuela y rol de la Educación Física permitió inferir que los docentes perciben la escuela como un espacio potencial para la promoción de acciones, como la ofer-ta de disciplinas curriculares dirigidas al control el peso corporal. Sin embargo, tanto la escuela como el docente y su práctica en las clases de Educación Física no deben limitar las intervenciones al tratamiento y control de la obesidad juvenil (AU).

Percepção dos alunos do ensino médio em relação a uma proposta de ensino das lutas nas aulas de Educação Física / Perception of high school students in relation to a proposal for teaching martial arts in Physical Education classes / Percepción de estudiantes de secundaria en relación a una propuesta de enseñanza de lucha en las clases de Educación Física

O objetivo do estudo foi analisar a percepção dos alunos do Ensino Médio em relação às lutas enquanto unidade temática nas aulas de Educação Física. Para tanto, a pesquisa se caracterizou como de natureza aplicada, do tipo descritiva, com a participação de 17 alunos do Ensino Médio. A pesquisa foi realizada em dois momentos, sendo o primeiro referente ao desenvolvimento de uma intervenção pedagógica do conteúdo de lutas, e o segundo a partir da aplicação de um questionário. Os resultados apontaram que 82% dos participantes usufruíram de uma prática positiva e prazerosa e 94% dos participantes afirmaram ausência de violência. Assim, compreende-se que as lutas na escola se configuram como um mediador na transformação das apreciações de concepções pelos participantes (AU).

The aim of the study was to analyze the perception of high school students in relation to martial arts as a content in Physical Education classes. Therefore, the research was characterized as being of an applied nature, of the descriptive type, with the participation of 17 high school students. The research was carried out in two moments, the first one referring to the development of a pedagogical intervention on the content of martial arts, and the second one based on the application of a questionnaire. The results showed that 82% of the participants en-joyed a positive and pleasant practice and 94% of the participants stated that there was no violence in the classes. Thus, it is understood that the development of martial arts at school was configured as a mediator in the transformation of the appreciation of conceptions by the participants (AU).

El objetivo del estudio fue analizar la percepción de los estu-diantes de secundaria en relación a las peleas como unidad temática en las clases de Educación Física. Por lo tanto, la investigación se caracterizó por ser de carácter aplicada, de tipo descriptiva, con la participación de 17 estudiantes de secundaria. La investigación se realizó en dos momen-tos, el primero referido al desarrollo de una intervención pedagógica so-bre el contenido de las peleas, y el segundo a partir de la aplicación de un cuestionario. Los resultados mostraron que el 82% de los participantes disfrutaron de una práctica positiva y agradable y el 94% de los pantes afirmó que no hubo violencia en las clases. Así, se entiende que el desarrollo de las luchas en la escuela se configuró como un mediador en la transformación de la apreciación de las concepciones por parte de los participantes (AU).

Família, escola e as HV no esporte: revisão sistemática / Family, school and LS in sport: systematic review / Familia, escuela y HV em el deporte: revisión sistematica

O objetivo deste estudo foi revisar sistematicamente a contribuição da família e da escolano desenvolvimento de habilidades para a vida(HV)no contexto de formação esportiva. As buscas foram conduzidas em sete bases de dado se por meio da pesquisa de referências. Foram seguidas as descrições do Prisma, identificando 51 estudos. Os resultados demonstraram uma predominância de investigações no Canadá e nos Estados Unidos. Os autores dos estudos têm utilizado diferentes instrumentos, variáveis e modelos teóricos para verificar a contribuição da escola e/ou da família no desenvolvimento de habilidades para a vida. Conclui-se que o envolvimento escolar e o familiar no esporte podem contribuir com a aquisição, refinamento e transferência de características que podem ser aplicadas na vida dos indivíduos. Por fim, existe a necessidade de construir instrumentos quantitativos específicos que avaliem em conjunto a contribuição da escola e da família neste processo (AU).

The aim of this study was to systematically review the contribution of family and school in the development of life skills(LS)in the context of sports training. The searches were conducted in sevendatabases and through the reference searches.Prisma descriptions were followed, identifying 51 studies. The results showed a predominance of investigations in Canada and the United States. The authors of the studies have used different instruments, variables and theoretical models to verify the contribution of the school and/or the family in the development of skills for life. It is concluded that school and family involvement in sport can contribute to the acquisition, refinement and transfer of characteristics that can be applied in the lives of individuals. Finally,there is a need to build specific quantitative instruments that jointly assess the contribution of the school and the family in this process (AU).

El objetivo de este estudio fue revisar sistemáticamente la contribución de la familia y la escuela en el desarrollo de habilidades para la vida(HV)en el contexto del entrenamiento deportivo. Las búsquedas se realizaron en siete bases de datos y mediante la búsqueda de referencias.Se siguieron las descripciones de Prisma, identificando 51 estudios. Los resultados mostraron un predominio de investigaciones en Canadá y Estados Unidos. Los autores de los estudios han utilizado diferentes instrumentos, variables y modelos teóricos paraverificar la contribución de la escuela y/o la familia en el desarrollo de habilidades para la vida. Se concluye que la implicación escolar y familiar en el deporte puede contribuir a la adquisición, perfeccionamiento y transferencia de características que pueden ser aplicadas en la vida de los individuos. Finalmente,existe la necesidad de construir instrumentos cuantitativos específicos que evalúen de manera conjunta la contribución de la escuela y la familia en este proceso (AU).

Assessment of school readiness and the importance of executive functions for learning / Avaliação da prontidão escolar e a importância das funções executivas para o aprendizado

ABSTRACT Objective: Considering the importance of the beginning of the academic trajectory for children to reach their full development, this work aims to evaluate the school readiness of preschool-age children and identify which factors influence these results, in order to contribute to the proposition of strategies that allow improving the teaching-learning process and child development. Methods: This is a cross-sectional, descriptive and analytical study with 443 preschool children belonging to the West Region Cohort (ROC Cohort), from the public school system of the city of São Paulo. School readiness was assessed by the International Development and Early Learning Assessment (IDELA) tool. Non-parametric techniques were used for the correlation analysis between IDELA scores and sociodemographic and socioeconomic conditions: Spearman's parametric correlation, Mann-Whitney and Kruskal-Wallis tests. Results: The children's mean age was 69 months (standard deviation — SD=2.8; ranging from 55 to 72 months) and most of them came from families with low socioeconomic level. Most children showed adequate readiness in the overall score (65%) and in most domains, except for emergent literacy, in which most (56.9%) were classified as "emergent". The highest percentage of insufficiency was identified in executive functions (4.1%), which showed a correlation only with the caregiver's education. Conclusions: Children had adequate school readiness scores, except for emergent literacy, but the insufficiency in executive functions may compromise the future schooling of these children. Thus, pedagogical proposals should consider these aspects for learning and pediatricians need to reinforce the habit of reading and playing games to stimulate child development.

RESUMO Objetivo: Considerando-se a importância do início da trajetória acadêmica para as crianças alcançarem o seu pleno potencial de desenvolvimento, este trabalho tem como objetivo avaliar a prontidão escolar de crianças em idade pré-escolar e identificar que fatores influenciam esses resultados, com a finalidade de propor estratégias que possam melhorar o processo de ensino-aprendizagem e o desenvolvimento da criança. Métodos: Trata-se de um estudo transversal, descritivo e analítico, com 443 pré-escolares pertencentes à Coorte da Região Oeste (Coorte ROC) da rede pública de ensino da cidade de São Paulo. A prontidão escolar foi avaliada pela ferramenta International Development and Early Learning Assessment (IDELA). Técnicas não paramétricas foram utilizadas para a análise de correlação entre escores de IDELA e as condições sociodemográficas e socioeconômicas: correlação paramétrica de Spearman, testes de Mann-Whitney e Kruskal-Wallis. Resultados: A média de idade das crianças foi de 69 meses (desvio padrão — DP=2,8; variando de 55 a 72 meses) e maioria era proveniente de famílias com baixo nível socioeconômico. A maioria das crianças apresentou prontidão adequada na pontuação geral (65%) e na maior parte dos domínios, com exceção da pré-escrita, na qual as crianças foram predominantemente (56,9%) classificadas como "emergentes". O maior percentual de insuficiência foi identificado nas funções executivas (4,1%), apresentando correlação apenas com a formação do cuidador. Conclusões: As crianças apresentaram escores adequados de prontidão escolar, exceto para a pré-escrita, mas a insuficiência nas funções executivas pode comprometer a escolaridade futura dessas crianças. Assim, as propostas pedagógicas devem considerar esses aspectos para a aprendizagem, e os pediatras precisam reforçar o hábito de ler e dos jogos e brincadeiras para estimular o desenvolvimento infantil.

Funções neuropsicológicas de escolares na reabertura das escolas brasileiras na pandemia da Covid-19 / The neuropsychological functions of schoolchildren after the reopening of brazilian schools during the Covid-19 pandemic

RESUMO Objetivo O objetivo desse estudo foi analisar as funções neuropsicológicas de estudantes de uma escola pública do Distrito Federal (Brasil), matriculadas 1º e 2º ano de Ensino Fundamental na reabertura das escolas públicas na pandemia da COVID-19 e a influência dos fatores familiares e contextuais sobre o desempenho dessas habilidades. Métodos Participaram 117 estudantes, bem como seus responsáveis. As crianças foram avaliadas presencialmente por meio do Instrumento de Avaliação Neuropsicológica Breve Infantil (NEUPSILIN-Inf). Os pais/responsáveis responderam remotamente ao Inventário de Recursos do Ambiente Familiar e as questões para classificação socioeconômica e de escolaridade materna. Resultado Os dados apontam alta prevalência de crianças em fase de alfabetização que apresentam alerta ou déficit das funções de orientação, memória, linguagem, habilidades visuoespaciais, habilidades aritméticas e fluência verbal. Ainda, as atividades previsíveis que sinalizam algum grau de estabilidade na vida familiar são preditoras do desempenho das crianças na habilidade de orientação e os recursos que promovem processos proximais refletem significativamente no desempenho em linguagem. Os resultados sugerem que crianças inseridas em família com estimativas da renda domiciliar abaixo de um salário mínimo apresentam piores desempenhos do controle inibitório. Conclusão Foram apresentados e discutidos os impactos das alterações das habilidades neuropsicológicas para o aprendizado das crianças, destacando a necessidade de intervenções imediatas e direcionadas para essas funções. Foram considerados os fatores contextuais que apresentaram influência sobre o desempenho das habilidades neuropsicológicas.

ABSTRACT Purpose The objective of this study was analyzed the neuropsychological functions of students from a public school in Brazil, enrolled in the 1st and 2nd year of Elementary School at the time of the reopening of schools during the COVID-19 pandemic and to access the influence of family and contextual information on the performance of these skills. Methods 117 students participated in the study, as well as their parents or guardians. The children were evaluated in person using the Brief Child Neuropsychological Assessment Instrument (NEUPSILIN-Inf). The parents/guardians answered remotely the Inventory of Resources of the Family Environment and questions about socioeconomic classification and maternal education. Results The data showed a high prevalence of children who had problems or deficits in the functions of orientation, memory, language, visuospatial skills, arithmetic skills and verbal fluency. Furthermore, predictable activities that signal some degree of stability in family life are predictors of children's performance in orientation skills and resources that promote proximal processes significantly reflect on language performance. The results suggest that children included in families with a household income below one Brazilian minimum monthly salary presented poorer inhibitory control performances. Conclusion The impact of changes in neuropsychological skills in children's learning were presented and discussed, highlighting the need for immediate and targeted intervention of these functions. Contextual factors that influenced the performance of neuropsychological skills were also considered.

"Eu não sei como eu tenho força pra vir na escola": manifestações e implicações do bullying entre adolescentes escolares / "I don't know how I have the strength to come to school:" manifestations and implications of bullying between school adolescents

Resumo Este artigo tem como objetivo compreender, pelo uso do Photovoice, as representações de bullying presentes entre adolescentes escolares do ensino médio. Trata-se de um estudo qualitativo, realizado com 54 adolescentes da rede pública de ensino do estado do Paraná, organizados em seis grupos focais. Os dados foram coletados mediante a técnica participativa Photovoice e submetidos à análise de conteúdo proposta por Bardin. Da análise dos dados emergiram três categorias: "Bullying estético, homofóbico e de gênero: estratégias subversivas", "Os efeitos danosos do bullying" e "O diálogo interdisciplinar como estratégia de prevenção e combate ao bullying". Com os resultados, foi possível evidenciar que a prática do bullying acontece a partir das dissonâncias entre agressores e vítimas, com insultos à condição de conformação corporal, orientação sexual, identidade de gênero, entre outros. Por essa razão, é preciso viabilizar ações articuladas entre educação e saúde para o diálogo e escuta a respeito do bullying na comunidade escolar, com vistas a seu enfrentamento, prevenção e proteção, almejando, sobretudo, o respeito e valorização das diferenças.

Abstract This article aims to understand, by using Photovoice, the representations of bulling among high school adolescents. This is a qualitative study, conducted with 54 adolescents from the public school system of the state of Paraná, organized into six focus groups. The data were collected using the Photovoice participatory technique and submitted to content analysis proposed by Bardin. Three categories emerged from the data analysis: "Esthetic, homophobic, and gender bullying: subversive strategies", "The harmful effects of bullying", and "Interdisciplinary dialogue as a strategy to prevent and combat bullying." With the results, it was possible to evidence that the practice of bullying happens from dissonances between aggressors and victims, with insults to the condition of body conformation, sexual orientation, gender identity, among others. For this reason, it is necessary to enable articulated actions between education and health for dialogue and listening about bullying in the school community, with a view to coping with it, prevent it, and protect against it, seeking above all the respect and appreciation of differences.

Assessment of sociodemographic and psychological well-being of primary school teachers

Abstract Background Teaching is very stressful and demanding and it intensifies psychological and related disorders compared to other occupations. Most teachers in Nigeria are battling emotional distress, burnout, depression, and anxiety due to excess workload, which has affected their psychological well-being. This study assessed the sociodemographic and psychological well-being of primary school teachers in Enugu State, Nigeria. Methods This is a study with a cross-sectional design. The psychological well-being of 254 primary school teachers was assessed using a psychological well-being scale and a sociodemographic information inventory was also used to ascertain their personal information. The data collected were analyzed using chi-square, mean, standard deviation, and bivariate correlation statistics. Results The results showed that the majority of primary school teachers experience unhealthy psychological well-being irrespective of age, gender, working status, qualification, and years of teaching experience. These teachers' sociodemographic variables are significantly correlated with psychological well-being. Only location is not significantly correlated with psychological well-being. Conclusion Therefore, this study concluded that primary school teachers' psychological well-being is not positive or healthy and is significantly related to their sociodemographic characteristics.

Aplicação do programa shuttle time no ensino do badminton na escola: refletindo relações de gênero / Application of the shuttle time program in teaching badminton at school: reflecting gender relations / Aplicación del programa shuttle time en la enseñanza del bádminton en la escuela: reflejando las relaciones de género

O objetivo deste estudo é descrever sobre a questão de gênero nas aulas de badminton na Educação Física escolar. O estudo trata-se de um relato de experiência de abordagem qualitativa e de natureza descritiva. Participaram do estudo duas turmas de 7º anos de uma escola pública. Os instrumentos de coleta de dados foram dois questionários e observação participante. Construímos uma sequência didática, contendo dez aulas com momentos dialógicos e vivenciais. Os dados revelam que a questão de gênero foi refletida e compreendida pelos e pelas estudantes nas aulas de badminton. Consideramos que os objetivos propostos na sequência didática foram alcançados, tendo em vista que as relações de gênero foram potencializadas por meio das vivências e das reflexões.

The objective of this study is to describe the gender issue in badminton classes in school Physical Education. The study is an experience report with a qualitative approach and descriptive nature. Two 7th grade classes from a public school participated in the study. The data collection instruments were two questionnaires and participant observation. We built a didactic sequence, containing ten classes with dialogical and experiential moments. The data reveal that the gender issue was reflected and understood by students in badminton classes. We consider that the objectives proposed in the didactic sequence were achieved, considering that gender relations were enhanced through experiences and reflections.

El objetivo de este estudio es describir la problemática de género en las clases de bádminton en la Educación Física escolar. El estudio es un relato de experiencia con enfoque cualitativo y carácter descriptivo. En el estudio participaron dos clases de séptimo grado de una escuela pública. Los instrumentos de recolección de datos fueron dos cuestionarios y la observación participante. Construimos una secuencia didáctica que contiene diez clases con momentos dialógicos y vivenciales. Los datos revelan que la cuestión de género fue reflejada y comprendida por los estudiantes en las clases de bádminton. Consideramos que se lograron los objetivos propuestos en la secuencia didáctica, considerando que las relaciones de género se potenciaron a través de experiencias y reflexiones.

Pedagogia do esporte e a Educação Física escolar: possibilidades entre o teaching games for undestanding (TGfU) e o minivoleibol / Sport pedagogy and schollar Physical Education: possibilities between teaching games for understanding (TGfU) and mini volleyball / Pedagogía del deporte y Educación Física escolar: posibilidades entre los juegos didácticos para la comprensión (TGfU) y el mini voleibol

Este texto apresenta reflexões e duas sugestões de aulas sobre o minivoleibol com a utilização do Teaching Games for Understanding, juntamente com as lentes da Pedagogia do Esporte. Consideramos que, por via das mudanças curriculares e que vão em direção ao ensino técnico dos esportes, este trabalho traz ideias de utilização do TGfU para os professores de Educação Física no âmbito escolar, na direção de ampliar os conhecimentos pedagógicos. Observamos que, em cenários que o TGfU foi operado, houve mudança significativa e positiva à aprendizagem dos estudantes. Por fim, as estratégias quanto ao uso do minivoleibol e sua operacionalização devem ser repensados em todos os contextos que estão inclusos pois é evidenciado a melhora no desempenho tático e cognitivo dos participantes.

This text presents reflections and two lesson suggestions about mini volleyball using Teaching Games for Understanding, through the lens of Sport Pedagogy. We consider through curricular changes that move towards technical sports education, this work brings ideas and the use of TGfU to Physical Education teachers in school, in the direction of expanding pedagogical knowledge. We observed that, in scenarios where TGfU was operated, there was a significant and positive change in student learning. Finally, the strategies for the mini volleyball and this operationalization should be reconsidered in all the contexts included, because it is evidence of the tactical and cognitive development.

Este texto presenta reflexiones y dos sugerencias de lecciones sobre mini voleibol utilizando Juegos de Enseñanza para la Comprensión, a través del lente de la Pedagogía Deportiva. Consideramos que, mediante cambios curriculares que avancen hacia la educación técnico deportiva, este trabajo aporta ideas y el uso de TGfU a los profesores de Educación Física en la escuela, en la dirección de ampliar el conocimiento pedagógico. Observamos que, en los escenarios donde se operó TGfU, hubo un cambio significativo y positivo en el aprendizaje de los estudiantes. Finalmente, las estrategias para el mini voleibol y esta operacionalización deben ser reconsideradas en todos los contextos incluidos, porque es evidencia del desarrollo táctico y cognitivo.

Violência nas aulas de Educação Física escolar: uma revisão da produção científica no Brasil de 2017 a 2022 / Violence in school Physical Education classes: a review of scientific production in Brazil from 2017 to 2022 / Violencia en las clases de Educación Física escolar: una revisión de la producción científica en Brasil de 2017 a 2022

Objetivou-se levantar a produção científica na literatura sobre violência nas aulas de EF escolar nos últimos 5 anos. Desenvolveu-se uma revisão sistemática sobre a temática de violência nas áreas da Educação e EF através do método PRISMA. As bases consultadas foram Scielo, Lilacs, Scopus e Google Acadêmico, durante setembro/2022- outubro/2022. Foram encontrados 1028 estudos e, após aplicados os filtros de seleção, chegou-se a 14 trabalhos. Percebeu- se uma ascendência de pesquisas relacionadas à violência escolar e EF de cunho qualitativo e predominantes nas regiões Sudeste e Sul do Brasil. Os dados mostram que os cursos de formação de professores de EF ainda carecem de informações sobre o fenômeno da violência escolar, questão que afeta a vivência pedagógica dos docentes, uma vez que a postura do professor pode gerar e/ou intensificar atos de violência ao corpo docente e discente, tendo a escola, muitas vezes, um papel omisso frente à problemática.

The objective was to survey the scientific production in the literature on violence in PE classes at school in the last 5 years. A systematic review was developed on the theme of violence in the areas of Education and PE using the PRISMA method. The databases consulted were Scielo, Lilacs, Scopus and Google Scholar, during September/2022-October/2022. 1028 studies were found and, after applying the selection filters, 14 works were reached. An ascendance of research related to school violence and PE of a qualitative nature and predominant in the Southeast and South regions of Brazil was noticed. The data show that the training courses for PE teachers still lack information about the phenomenon of school violence, an issue that affects the pedagogical experience of teachers, since their attitude can generate and/or intensify acts of violence against teachers and students, with the school often having a silent role in the face of the problem.

El objetivo fue relevar la producción científica en la literatura sobre la violencia en las clases de EF en la escuela en los últimos 5 años. Se desarrolló una revisión sistemática sobre el tema de la violencia en las áreas de Educación y EF utilizando el método PRISMA. Las bases de datos consultadas fueron Scielo, Lilacs, Scopus y Google Scholar, durante septiembre/2022-octubre/2022. Se encontraron 1028 estudios y, después de aplicar los filtros de selección, se llegó a 14 trabajos. Se notó un ascenso de investigaciones relacionadas con la violencia escolar y la EF de carácter cualitativo y predominantes en las regiones Sureste y Sur de Brasil. Los datos muestran que los cursos de formación de docentes de EF aún carecen de información sobre el fenómeno de la violencia escolar, tema que afecta la experiencia pedagógica de los docentes, ya que la actitud del profesor puede generar y/o intensificar actos de violencia contra docentes y alumnos, teniendo la escuela muchas veces un papel silencioso frente al problema.

Práticas corporais e currículo: legitimação a partir da análise documental / Corporal practices and the curriculum: legitimization through document analysis / Prácticas corporales y currículo: legitimación basada en análisis documental

O estudo objetivou analisar o modo como os atos de currículo da Educação Física legitimam as práticas corporais no âmbito de 3 escolas de Ensino Médio de Simão Dias (SE) e as identidades projetadas. Para tanto, os respectivos projetos político-pedagógicos e planos de ensino do componente foram submetidos à análise de conteúdo. Notamos que as limitações dos espaços físicos condicionam a vivência de práticas corporais legitimadas na escola. Percebemos forte influência dos Parâmetros Curriculares Nacionais do Ensino Fundamental na organização do trabalho pedagógico e a vivência exaustiva dos esportes euro-estadunidenses. Fatores que parecem contribuir para a legitimação de determinadas práticas corporais em detrimento de outras tantas. O que também pode impactar nas identidades culturais e a forma com que os estudantes se relacionam com as diferentes manifestações.

The study aimed to analyze the way in which Physical Education curriculum acts legitimize bodily practices within 3 high schools in Simão Dias (SE) and the projected identities. To this end, the respective political-pedagogical projects and teaching plans for the component were subjected to content analysis. We note that the limitations of physical spaces condition the experience of legitimized bodily practices at school. We noticed a strong influence of the National Curricular Parameters for Elementary Education in the organization of pedagogical work and the exhaustive experience of Euro-American sports. Factors that seem to contribute to the legitimization of certain bodily practices to the detriment of many others. This can also impact cultural identities and the way students relate to different manifestations.

El estudio tuvo como objetivo analizar la forma en que los actos curriculares de Educación Física legitiman las prácticas corporales en 3 escuelas secundarias de Simão Dias (SE) y las identidades proyectadas. Para ello, se sometieron a análisis de contenido los respectivos proyectos político- pedagógicos y planes docentes del componente. Observamos que las limitaciones de los espacios físicos condicionan la experiencia de prácticas corporales legitimadas en la escuela. Notamos una fuerte influencia de los Parámetros Curriculares Nacionales para la Educación Primaria en la organización del trabajo pedagógico y la experiencia exhaustiva del deporte euroamericano. Factores que parecen contribuir a la legitimación de determinadas prácticas corporales en detrimento de muchas otras. Esto también puede afectar las identidades culturales y la forma en que los estudiantes se relacionan con las diferentes manifestaciones.

Acciones de Psicología Escolar durante la pandemia de la Covid-19: relato de experiencia / Ações de psicologia escolar durante a pandemia da covid-19: relato de experiência / School psychology actions during the covid-19 pandemic: experience report

Novas formas de trabalho precisaram ser pensadas e desenvolvidas nas escolas a partir da pandemia da Covid-19. O objetivo deste relato de experiência é apresentar ações desenvolvidas pelos serviços de Psicologia Escolar e Educacional em dois campi do IFES, nesse contexto. As ações fizeram parte de um conjunto de atividades e visaram a promoção da saúde mental e do cuidado no âmbito psicossocial a partir de publicações semanais nas redes sociais dos campi com temas referentes à saúde mental e acolhimento psicológico online aos estudantes. Pode-se perceber que, apesar dos desafios enfrentados no ensino remoto, as ações trouxeram reflexões e funcionaram como estratégia de aproximação, de construção da sensação de continuidade, possibilitando a promoção à saúde da comunidade escolar.

Nuevas formas de trabajo necesitan ser pensadas y desarrolladas en las escuelas a partir de la pandemia de la Covid-19. El objetivo de este relato de experiencia es presentar acciones desarrolladas por los servicios de Psicología Escolar y Educacional en dos campus del Ifes, en ese contexto. Las acciones hicieron parte de un conjunto de actividades y visaran la promoción a la salud mental y cuidado en el ámbito psicosocial a partir de publicaciones semanales en las redes sociales de los campus con temas referentes a la salud mental; y acogimiento psicológico online a los estudiantes. Se puede percibir que, a pesar de los desafíos enfrentados en la enseñanza remota, las acciones trajeron reflexiones y funcionaron como estrategia de acercamiento, de construcción de la sensación de continuidad, posibilitando la promoción a la salud de la comunidad escolar.

New ways of working had to be thought out and developed in schools since the Covid-19 pandemic. The objective of this experience report is to present actions developed by the School and Educational Psychology services in two IFES campuses, in this context. The actions were part of a set of activities aimed at promoting mental health and psychosocial care based on weekly publications on campus social networks with topics related to mental health, and online psychological support for students. It can be seen that, despite the challenges faced in remote teaching, the actions brought reflections and worked as approximation strategy, building a sense of continuity, enabling the promotion of health in the school community.

La pasantía obligatoria curricular en psicología escolar/educacional crítica: una experiencia en Piauí / O estágio obrigatório curricular em psicologia escolar/educacional crítica: uma experiência no piauí / The mandatory curricular internship in critical school/educational psychology: an experience in piauí

Este artigo partilha reflexões acerca da construção do estágio obrigatório curricular no campo da Psicologia Escolar/Educacional em uma perspectiva crítica. O estágio é um momento privilegiado da formação, por aproximar teoria e prática, em direção à práxis crítica, aspecto central nessa abordagem psicológica. Visando conhecer como tem sido construída a experiência de estágio e supervisão na área, foram realizadas entrevistas com um supervisor de estágio que atua em uma Universidade Pública do Piauí, dada a relevância de sua atuação e militância, buscando compreender: as concepções e práticas desenvolvidas pelo supervisor; os atravessamentos ético-políticos que emergem da experiência de estágio e supervisão; e os elementos de criticidade que marcam tal experiência. O artigo põe em foco as estratégias de organização do estágio, o papel da supervisão e os desafios vivenciados na relação estagiários-escola-supervisor. Esperamos contribuir com a reflexão acerca dos desafios implicados na construção de estágios supervisionados na área de Psicologia Escolar e Educacional em uma perspectiva crítica, tanto no campo, quanto nos encontros de supervisão.

Este artículo intercambia reflexiones acerca de la construcción de la pasantía obligatoria curricular en el campo de la Psicología Escolar/Educacional en una perspectiva crítica. La pasantía es un momento privilegiado de la formación, por acercar teoría y práctica, en dirección a la praxis crítica, aspecto central en ese abordaje psicológico. Visando conocer de qué forma ha sido construida la experiencia de pasantía y supervisión en el área, se realizaron entrevistas con un supervisor de pasantía que actúa en una Universidad Pública da Piauí, dada la relevancia de su actuación y militancia, buscando comprender: las concepciones y prácticas desarrolladas por el supervisor; los atravesamientos ético-políticos que surgen de la experiencia de pasantía y supervisión; y los elementos de criticidad que marcan tal experiencia. El artículo pone de relieve las estrategias de organización de la pasantía, el papel de la supervisión y los desafíos vivenciados en la relación alumno en formación-escuela-supervisor. Esperamos contribuir con la reflexión acerca de los desafíos implicados en la construcción de pasantías tuteladas en el área de Psicología Escolar y Educacional en una perspectiva crítica, en el campo y en los encuentros de supervisión.

This article shares reflections about the construction of mandatory curricular internship in the field of School and Educational Psychology from a critical perspective. The internship is a privileged moment in training, as it brings theory and practice closer together, towards critical praxis, a central aspect of this psychological approach. In order to know how the experience of internship and supervision in the area has been constructed, interviews were conducted with an internship supervisor who works at a Public University of Piauí, given the relevance of his work and militancy, seeking to understand: the concepts and practices developed by the supervisor; the ethical-political crossings that emerge from the internship and supervision experience; and the elements of criticality that mark such an experience. The article focuses on internship organization strategies, the role of supervision and the challenges experienced in the relationship between interns-school-supervisor. We hope to contribute to reflection on the challenges involved in building supervised internships in the area of School and Educational Psychology from a critical perspective, both in the field and in supervisory meetings.

Evaluation of the hygiene status of teaching environment in primary and secondary schools in Beijing City from 2016 to 2020 / 中国学校卫生

Objective@#To understand the trend of changes of hygiene status in the teaching environment among primary and secondary schools in Beijing City during 2016-2020, so as to provide basis for further improving the teaching environment and campus hygiene conditions in primary and secondary schools.@*Methods@#A proportional systematic sampling method covered over 50% of schools selected annually in Beijing from 2016 to 2019, and 34% were selected in 2020. Two representative classrooms were selected from each selected school for testing based on their structure and other factors, with 6 196 classrooms supervised, from 2016 to 2020,1 330,1 312,1 384,1 322,848 classrooms were monitored for each year.@*Results@#From 2016 to 2020, the overall lighting qualification rate of classrooms (lighting coefficient 72.8%, window to floor area ratio 41.8%, rear wall reflectance ratio 42.2%, blackboard reflection ratio 37.4%), the overall qualification rate of average blackboard illumination and uniformity (50.6%, 34.9 %), and the overall qualification rate of desk and chair allocation (58.6%) were all below 80%. The overall qualification rate of per capita classroom area (87.5%), blackboard size (83.2%), average desk illumination ( 80.1% ), average desk illumination and uniformity (82.9%), the distance between lamp and desk (99.1%), carbon dioxide ( 86.6% ), temperature (84.9%), and noise (96.6%) were all above 80%. The following indicators, blackboard size, the distance between lamp and desk, average blackboard illumination, lighting coefficient, blackboard reflectance, rear wall reflectance, carbon dioxide, temperature, and noise ( χ 2=78.38, 9.71, 11.76, 320.59, 37.63, 58.45, 236.45, 1 347.56, 101.97), had statistically significance between years. Among those indicators, the qualified rates of blackboard size, blackboard reflectance, lighting coefficient, and noise had been increasing year by year ( χ 2 trend =69.98, 15.82, 240.02, 5.77) ( P <0.05). The qualified rates of per capita classroom area, window to floor area ratio, and blackboard reflection ratio in primary schools (81.6%, 39.8%, 36.3%) were all lower than those in secondary schools (94.9%, 44.5%, 40.3%) ( χ 2=246.32, 12.03, 10.51, P <0.05). The qualified rates of blackboard size, average blackboard illumination, average blackboard illumination and uniformity, and desk and chair allocation (89.3%, 55.6% , 36.0%, and 60.2%) were all higher than those in secondary schools (75.4%, 44.1%, 33.3%, and 56.5%) ( χ 2=209.33, 78.41, 4.44, 8.22) ( P <0.05). The qualified rates of average desk illumination and uniformity, average blackboard illumination, rear wall reflectance ratio, desk and chair allocation, carbon dioxide, temperature, and noise indicators in urban area (82.9%, 84.1% , 51.9%, 45.0%, 60.9%, 91.2%, 89.5%, 97.8%) were all higher than those in suburban area (77.3%, 81.7%, 49.2%, 39.5%, 56.3%, 82.3%, 80.4%, 95.5%) ( χ 2=31.16, 6.28, 4.36, 16.40, 13.39, 105.29, 98.23, 24.66， P <0.05). The qualified rates of the distance between lamp and desk, lighting coefficient, window to floor area ratio, blackboard size, blackboard reflection ratio, average blackboard illumination and uniformity, and per capita classroom area in urban areas (98.8%, 65.2%, 34.3%, 76.7%, 35.9%, 30.1%, 84.6%) were all lower than those in suburban areas (99.4%, 81.4%, 49.8%, 89.7%, 40.2%, 39.6%, 90.3%) ( χ 2=6.80, 171.67, 132.43, 188.46 , 12.45, 60.28, 44.82) ( P <0.05).@*Conclusions@#The main problems in the teaching environment of schools in Beijing are classroom lighting, as well as desk and chair allocation. The findings suggest technical rationality and operability of relevant standard should be considered when under revision, and standard training and supervision management should be strengthened, with the aim of teaching environment improvement.

A Critical Discussion on the Connotation of Children’s Subjectivity in Health Management / 中国医学伦理学

The discussion on the connotation of children’s subjectivity is not only a response to the lack of children’s subjectivity at the current stage of health management, but also a reference for children’s medical science popularization. Based on the perspective of social critical theory, this study used empirical research methods to review the "Dream Medical College" project of Children’s Hospital of Fudan University. The current situation and influencing factors of health management experience of 1 520 children participating in the "Dream Medical College" project were analyzed. The study showed that 96.35% of 1 316 subjects had diagnosis and treatment experience in specialized hospitals, and the overall negative emotional performance was at a low level (0~12 points). There was significant correlation between diagnosis and treatment, invasive experience and children’s emotional performance (P<0.05). The study revealed that the diagnosis and treatment field is the main practice place of children’s health management, while the subjective of children with different diagnosis and experience perform significantly different. Children over 4 years old have better language anxiety than physical anxiety when receiving diagnosis and treatment. Although medical science popularization is an important practical form of children’s health management, it lacks the science popularization content of invasive diagnosis and treatment and emotional management, and creative popular science form is more suitable for children with long-term and frequent diagnosis and treatment experience.

Analysis of obesity factors among public primary school students in a town， Minhang District， Shanghai / 上海预防医学

ObjectiveTo identify and analyze the possible influencing factors of obesity among public primary school students in Minhang District， Shanghai. MethodsBasic data， collected through questionnaire stars， was imported with merged physical examination data into Excel to form a database. Data were collected by questionnaire and analyzed by SPSS 22.00. Independent sample t-test was used for the data with normal distribution. Nonparametric test was used for the data with non-normal distribution. χ2 test was used for the quantitative data. Logistic regression was used for univariate and multivariate analysis. ResultsAccording to the national physical health standards for students （revised in 2014） ， the prevalence rate of obesity among primary school students in Minhang district was 29.63% . The prevalence of overweight and obesity was 32.1% in boys and 26.9% in girls. The trend of overweight and obesity in different grades was similar among different genders .A single factor analysis showed that， being the only child （χ2=9.300， P<0.01） ， father obesity（χ2=106.417， P<0.001） or mother obesity（χ2=118.534， P<0.001） ， mother's overweight during pregnancy （χ2=159.731， P<0.001） ， caregiver's role as grandparents （χ2=38.736， P<0.001） ， low education level （χ2=111.309， P<0.001） had effects on overweight and obesity of children while the differences had statistical significance. Pupil's bad eating habit （χ2=18.905，P<0.001） and preference （χ2=22.901， P<0.001） ， insufficient sleep time （χ2=61.685， P<0.001） ， long-time using of electronic products （χ2=37.182， P<0.001） and low-time of exercise （χ2=15.328， P<0.001） also affected the obesity of primary school students. Among the five factors of family， diet， psychology， static state and dynamic state， the influencing factors of obesity in primary school students from grade one to grade four were being the only child， obese father and/or mother， overweight mother during pregnancy， caregivers without higher education. In terms of diet， it was mainly based on eating habits before bedtime， as well as partial and picky eating habits. In terms of psychology， the main psychological source was the pressure of learning in school. There was a clear relationship between the pace of learning and not keeping up. Static analysis revealed a correlation with lack of sleep. After assigning values based on eye hygiene recommendations for the use of electronic products， it was found that there was no direct correlation between obesity in primary school students and the duration of electronic product use. Dynamic analysis showed that not taking part in school physical exercise was related to obesity. ConclusionThe obesity of primary school students is influenced by family， diet， psychology， static and dynamic factors. The intervention of obesity in primary school needs the joint efforts of school， society， family， self-cognition and so on.

Readiness and Challenges in Cardiopulmonary Resuscitation Teaching: A Preliminary Perspective Amongst Malaysian Secondary School Principles

@#Introduction: Malaysia has not legalized CPR teaching in the national curriculum, leaving it to school principals to implement the teaching of CPR who may have limited knowledge. This study aims to investigate Malaysian secondary school principals’ level of readiness, defined as knowledge, attitude, willingness to teach CPR, and barriers to implementation. Methods: Malaysian secondary school principals were invited to complete a survey that consisted of five parts: (1) demographics, (2) CPR knowledge, (3) attitude towards CPR, (4) willingness to teach CPR, and (5) barriers to implementing CPR teaching. Results: A total of 54 secondary school principals responded to the survey. Three (5.6%) principals passed the CPR test. More than 80% agreed CPR course is important for students, mandatory to be taken before graduation and best taught by certified teachers. Principals are willing to qualify themselves and teachers with CPR certification and to provide funding to support and hire an outsider to teach CPR courses. Funding, teachers’ readiness for skills and knowledge proficiency, and curriculum burden are perceived as potential barriers to successful CPR teaching. One-way MANOVA analysis showed that gender (p = .257), age (p = .108), qualifications (p = .321), teaching experience (p = .194), and administrative experience (p = .193) did not have a significant effect on the combined dependent variables. Conclusion: Malaysian secondary school principals are aware of the importance of CPR and were willing to acquire the knowledge, skills, funds, equipment, and support in ensuring its implementation in the national curriculum.

The 5P stairs model: A guide to school visits

@#A school visit is defined as a process wherein a person with specific expertise and preparation goes to a school for a limited period of time and gathers information on how a student is functioning within that setting. Aside from giving thorough guidelines for conducting a school visit, the 5P Stairs Model presents five (5) steps that can establish a better working relationship among the stakeholders, motivated by one main goal: to support the child’s performance within the school setting. The model presents the 5P’s: a) Preparation, which focuses on the delivery of consent and request letters upon identifying the need for a visit; b) Pre-observation for the briefing, focusing on the collaboration between the therapist and the teacher on how the process could mutually benefit them and the child; c) Observation Proper which includes taking note of relevant observations using a checklist; d) Post-observation for debriefing is where feedback to the teacher takes place; and e) Planning and Partnership which includes providing recommendations and necessary interventions, through the continuous collaboration among the therapist, family, and school. Furthermore, supplemental materials such as template letters, a questionnaire, and an observation form were developed to facilitate the aforementioned steps. The framework’s processes and steps serve as a guide and are not meant to be prescriptive. A pilot study on the 5P Stairs Model’s processes and supplemental files is recommended to help establish its usefulness, validity, and effectiveness.

Status of the poor vision among 3 014 primary school students in Wucheng district of Jinhua city and analysis of the influencing factors / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To explore the prevalence and influencing factors of poor vision among 3 014 primary school students in Wucheng District, Jinhua City, in order to provide evidence for the intervention measures of poor vision.METHODS: Using a cross-sectional study, a self-designed questionnaire was done, including general conditions and influencing factors of vision. The international standard logarithmic visual acuity chart was used for visual acuity detection. The risk factors that were statistically significant among the single factor groups were used as independent variables for multivariate Logistic regression analysis.RESULTS: A total of 1 367 students with poor vision were detected, the detection rate was 45.36%, among which mild poor vision rare was 26.08%; moderate rate was 11.51%; and severe rate was 7.76%. Multivariate Logistic regression analysis showed that senior grades, parental myopia, daily insufficient sleep and outdoor activity, overuse of electronics or computers and no eye exercise were risk factors for poor vision.CONCLUSION: The rate of poor vision among the primary school students was severe, schools should take measures to improve and prevent students' poor vision by increasing outdoor activity time, correcting poor reading and writing posture, and reducing the time spent on electronic products.