As desigualdades e o trabalho das escolas: problematizando a relação entre desempenho e localização socioespacial

Almeida, Luana Costa

doi:10.1590/s1413-24782017226919

Cited by 19 publications

(14 citation statements)

References 4 publications

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“…Nogueira [17] and Cordeiro [18] describe how important it is to seek public policies that promote the participation and inclusion of people with disabilities in the labor market, since working plays an essential role of personal fulfillment and social interaction in the lives of these people, and promotes a sense of pertinence, capacity, identity, and autonomy. Almeida [19] correlates low schooling with inclusion in the labor market and emphasizes that education is one of the key factors for inclusion. Regarding housing, it was observed that more than 70% of participants live with their family and that this support prevailed because of proximity to the subject, which, besides providing beneficial effects to the health of the person with disability, reduces feelings of loneliness and stress and contributes to elevating the "meaning of life" and personal control, positively influencing the sensation of physical and psychological well-being [20,21].…”

Section: Discussionmentioning

confidence: 99%

Functional independence profile of people with physical disabilities

et al. 2019

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Introduction: The Functional Independence Measure is an evaluation instrument that recognizes the functional evolution of the characteristics of physically disabilities and their abilities. Objective: To analyze the motor items of the functional independence level of people with physical disabilities in the municipality of Itajaí, state of Santa Catarina. Method: A cross-sectional quantitative study was carried out with 164 people with physical disabilities who lived in Itajaí/SC. Socioeconomic variables, and type and cause of disability were collected. To analyze the aspects that limit or contribute to functional independence, the Functional Independence Measure scale was applied. Statistical tests were used for comparisons according to the nature of the variables. Results: Most individuals (39%) were 41 to 60 years old; 44.5% had elementary education; only 10.4% are in the labor market, and 60.4% earns up to two minimum wages. Regarding the type of disability, 58% of participants presented plegia; 26.2%, paresis; and 15.8%, amputations. The etiology of disability was mainly related to neurological problems (43.3%). In the distribution of the average score of people with physical disabilities, half of the sample had average scores above six, and 67% above five, with significant differences in the mean independence scores according to occupation and type of disability. Conclusion: The results obtained support the decision-making process of physical therapists and health professionals.

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Section: Discussionmentioning

confidence: 99%

Functional independence profile of people with physical disabilities

et al. 2019

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“…Nesse contexto, destacam-se as condições socioeconômicas como importantes influenciadoras do processo de escolarização, interferindo na aprendizagem das crianças e jovens e, assim, em seu desempenho escolar (ALMEIDA, 2017). Pode-se afirmar que a pobreza e a escola estão intimamente relacionadas às condições socioeconômicas dos próprios estudantes, muitas vezes, interferindo na aprendizagem escolar.…”

Section: Introductionunclassified

A representação da pobreza urbana no livro didático de geografia do ensino médio

Correia

Almeida

2020

REGEP

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O presente Trabalho é um estudo voltado para a temática da pauperização que acomete os habitantes do meio urbano. Sendo a pobreza e a escola muitas vezes relacionadas pelas condições socioeconômicas dos próprios estudantes, se faz necessário que a temática seja tratada em sala de aula. Para tanto, o Livro Didático é um importante recurso, pois apresenta os conteúdos de maneira sistematizada para professores e alunos. Diante do exposto, o presente o artigo tem por objetivo apresentar a análise feita em duas coleções de Livros Didáticos de Geografia do Ensino Médio aprovados no Programa Nacional do Livro Didático (PNLD) de 2018, buscando identificar a representação da pobreza nos mesmos. A pesquisa foi, de cunho qualitativo e desenvolvida a partir da revisão bibliográfica e análise de Livros Didáticos, buscando identificar a representação da pobreza nos mesmos. A investigação revelou que a temática, apesar de presente nas coleções, não é encontrada em todos os volumes. Também foi possível verificar que a Pobreza é tratada nos livros de formas variadas, sendo utilizado para tanto, imagens, textos, charges e gráficos. A abordagem do tema é feita em grande parte sob uma perspectiva crítica, mostrando causas e consequências da pobreza urbana, além de apresentar situações que estimulam os alunos a refletirem sobre a temática. No entanto, a ênfase dada ao tema nas coleções é bem distinta.

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“…On a 0 to 10 scale, schools with values equal to or greater than six are considered of quality. The school location is another quality indicator, as it contains the population characteristics, the neighborhood structure and the socioeconomic level of its residents, variables that can have an impact on school performance (Almeida, 2017). A recent study carried out in the Netherlands by Vliegenthart et al (2016) corroborated that the low socioeconomic level around the school is associated with chronic levels of stress, measured through cortisol, in children and adolescents of a wide age groupfrom 4 to 18 years old.…”

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confidence: 99%

Protection and Risk for Different School Stress Trajectories

Correia-Zanini¹,

Loureiro

Marturano

2020

Paidéia (Ribeirão Preto)

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The study of chronic stress, potentially harmful to development, resents the focus of research on modal trends, not discriminating individual trajectories of chronicity. This study aimed to associate groups differentiated by the trajectory of stress, in children from the 1st to the 3rd year of Elementary School - Without Stress, Acute Stress and Chronic Stress, to the variables of protection or risk of the child and the school itself. One hundred and eleven students (56 boys) participated in the Child Stress Scale, Provinha Brasil, School Stressors Inventory and Social Skills Rating System - Teachers. Early childhood education, the Basic Education Index and the location of the school were considered. Comparison and prediction analyses were performed. Results indicated worse performance and greater perception of stressors in the group with chronic stress. Externalizing behavior, performance stressors and less permanence in Early Childhood Education contribute to chronicity. The focus on trajectories highlighted the vulnerability of chronically stressed children.

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As desigualdades e o trabalho das escolas: problematizando a relação entre desempenho e localização socioespacial

Cited by 19 publications

References 4 publications

Functional independence profile of people with physical disabilities

Functional independence profile of people with physical disabilities

A representação da pobreza urbana no livro didático de geografia do ensino médio

Protection and Risk for Different School Stress Trajectories

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