Introduction: Ergonomic risks are a major health hazard for teachers, causing musculoskeletal pain and decreasing both their quality of life and the quality of the education offered to students. Objectives: To evaluate musculoskeletal pain and ergonomic risk factors in the workplace of teachers at the São Bento do Sul Campus of the Instituto Federal Catarinense. Methods: Twenty-five teachers completed sociodemographic and ergonomic risk questionnaires, as well as the Nordic Musculoskeletal Questionnaire. The furniture and equipment at their workstations were also evaluated using a checklist. Results: Seventy two percent of teachers were male, and the mean age of the sample was 37.08±7.14 years. In response to the questionnaires, 72% of participants reported little knowledge of ergonomics and 68% said they did not apply these principles in their daily life. The main ergonomic risks to which teachers were exposed were prolonged sitting and standing, sharp corners on desks, use of laptop touchpads and inadequate monitor height. All teachers reported pain in the past 12 months, with the most frequently affected areas being the low back (60%), neck (56%) and shoulders (48%). Conclusions: These findings highlight the importance of ergonomic adaptations and changes in the work habits of teachers in order to improve their health and quality of life, while also allowing them to deliver higher-quality education to their students.

No abstract

A pesquisa tem objetivo realizar avaliação dos riscos ergonômicos dos postos detrabalho dos docentes do IFC campus São Bento do Sul. A amostra foi de 25docentes que responderam um questionário sociodemográfico, questionário dosriscos ergonômicos e foi aplicado um Checklist e o método RULA nas mesas detrabalho dos docentes. As regiões com maior prevalência de dor foram colunalombar, ombro direito e pescoço que podem ter relação com a falta de conhecimentodos riscos, mobiliário e equipamentos inadequados, principalmente a ausência desuporte para notebook e práticas inadequadas do dia a dia dos docentes.

Este trabajo tiene por objetivo exponer las estrategias aplicadas en el proyecto de vinculación Consultoría tributaria y contable en la comunidad 2018 de la UNEMI, que permitieron conocer la realidad situacional de los contribuyentes. A través del proyecto de vinculación se busca formar a comerciantes, personas naturales no obligadas a llevar contabilidad bajo relación de dependencia, y miembros de las asociaciones y cooperativas agrícolas de la ciudad de Milagro y sus zonas aledañas, con el propósito de crear conciencia de sus obligaciones con el Estado, fomentando una cultura tributaria y manejo de registros contables básicos. Las estrategias aplicadas para la ejecución del proyecto son: planificación, preparación de los estudiantes, capacitación a los contribuyentes y análisis de los resultados. La investigación es exploratorio-descriptiva y de campo, los beneficiarios directos están representados por 323 personas. Para la recolección de la información se aplicó la técnica de la encuesta. Los resultados preliminares revelaron que las asociaciones recurren a terceros para cumplir con sus deberes formales, pero después de recibir las capacitaciones se evidencia un mayor dominio en temas tributarios. Para lograr una formación tributaria que conduzca al ciudadano a cumplir sus responsabilidades con el estado, se considera necesario el trabajo en conjunto entre la administración tributaria, instituciones de educación superior y la comunidad.

Go through multiple ways of representation constitutes an essential skill to recognize, understand and explain numerous phenomena on the natural sciences and simultaneously relating them to the social and technological aspects that permeate the contemporary socie-ty. This integration of meanings becomes particularly relevant when the forms of representa-tion are Cartesian systems, which add, among others, opportunities to build inferences and predictions during its production or reading. The learning that focuses the movement be-tween these multiple forms of representation is not innate and dependent on teaching strate-gies that provide and encourage this practice. Learning strategies that consider aspects that combine multimodal oral narratives, texts and numbers, visual and audiovisual language are powerful tools that are available to be inserted into instructions in chemistry classrooms. These strategies allow the teacher to establish the initial skills and their evolution through-out the process regarding the ability of students to construct graphs representing the phe-nomena studied in the conceptual and analytical perspective. In this work are presented and discussed the results of evolution in the form of representation of Cartesian graphs for high school students before and during the process of multimodal learning. At the beginning of the process the students build their charts showing only a superficial view of the subject, merely just plot the data between two axes. Throughout the process students moves from a practical copyist to an explicit vision essential to a practice in which the relationships and conceptual analytical view about the phenomenon are considered. Key words: chemistry, graphs, multimodal learning.

No abstract

This work presents a portrait of research in chemistry education addressing the prob-lematic of the representation on chemical knowledge, interpreting them in an experimental framework that relates not only the complexity in the choice of materials, as well as the diffi-culties and methods. It was concluded that there is a need for a coherent pre selection of teaching materials to be used, and also that education based on visual aids and models need to be extensive, covering not just isolated events. Key words: modeling; representation of chemical knowledge; teaching of chemistry; visuali-zations.