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Avaliação do comportamento visuomotor de lactentes nascidos pré-termo durante o primeiro trimestre de vida: medida para proteção da saúde ocular
(Universidade Federal de São Carlos, 2006-11-30) Ruas, Teresa Cristina Brito; Martinez, Claudia Maria Simões; https://lattes.cnpq.br/6751068599794334
The primary function of vision is related to achievements in infant development. The visual behavior is known to be acquired once visual stimuli are processed by retinal cells and then transmitted to the cerebral cortex by neurovisual pathways. This neuromaturational process progresses as visual stimuli are received by the neurons and synapses are moved from one nerve cell to another, thus promoting a normal visual development. The prematurity of the infant has been described to be an important indicator of risk for morbidity during the visuomotor development. Infants likely to have visuomotor impairment during this period should thus be provided with special follow-up. In this regard, this longitudinal study aims to assess the visuomotor behavior in infants at risk for disorders during the first three months of life. The infants were recruited from the Program for Detecting Audiological Disorders in Newborns (DAANE), in the Center of Studies and Research on Rehabilitation Prof. Dr. Gabriel Porto at the School of Medical Sciences of the University Estadual of Campinas (CEPRE/FCM/UNICAMP). The participants were evenly divided into two groups of 21 infants. The experimental group was composed of preterm infants with gestational age under 37 full weeks, and a correected age of 1 to 3 months. The control group consisted of fullterm infants with gestational age ranging from 37 full weeks to 41 weeks and 6 days, and a chronological age of 1 to 3 months. Each infant was assessed three times at regular intervals through the Method for the Assessment of Infant Visual Behavior. The data was stored in a file form for the data bank of the program Statistical Package for Social Sciences for Personal Computer (Versão 14). The Cochran s Q-test was applied to compare the three months (assessment) in each group, and the Yates test was used to compare the two groups in each month. The results indicated that although linearity and sequence in visuomotor achievements were similar between the two groups, the rhythm and pattern of visuomotor development were different between them. In the first two months of life, fullterm infants were shown to acquire the great majority of the oculomotor and apendicular functions in a more rapid and frequent way. These results point to the importance of correcting gestational age when assessing the visuomotor behavior of infants at risk. This study provides a material for informational and instrumental support for parents regarding the normal visual development of infants from birth to the sixth month of life. Furthermore, this study contributes towards a further understanding of the visuomotor development of preterm infants, and promotes an opportune detection of possible signs indicative of visuomotor impairment so that the infant can receive a timely diagnosis.
Representações e experiências de uma comunidade rural e escolar sobre o ambiente, Pouso Alto - MG
(Universidade Federal de São Carlos, 2006-11-30) Andrés, Adriana; Freitas, Denise de; https://lattes.cnpq.br/2218225799433476
Considering the importance and necessity of developing an Environmental Education to understand the totality of the aspects that permeate the relationship between human being and nature, aiming to establish harmonical equilibrium, the present study seeks to identify the representations and experiences from a rural and scholar community about environment. This study has been developed in Pouso Alto district, Minas Gerais State(Brasil) with the participation of a rural community and about 55% of the teachers from the two local public schools in the urban area of this municipality that teach said rural students.The methodological procedure has been based in a qualitative approach, using for data raising, questionnairies applied to the teacher s group and interviews to the community. The analysis result allowed to verify that the anthropocentrical representations are more frequent among the teachers group, while naturalistic representations predominate in the students group and those that express a state of mind (feeling) are more present in the parents group. It has been verified that traditional representations of the Environmental Education, emphasizing the utilitarian perspective or as a way to the conscientization, have strong connections with the teachers environmental representations and being so, have influence on their educative practices. The interdisciplinary practices, on their turn, are not quite understood as an integrating and a team-work of the different subjects. However, it s possible to realize the teachers intention when approaching the theme in the various knowledge fields, despite students frequently points out that environmental matters are commonly discussed during Sciences or Biology classes. The environmental problems identified by both groups and the environmental changes reported by the community, frequently refer to the water diminishing and polution, the deforestation and the vegetation burning-over, very common in the urban-rural context. It has been concluded that both teachers and parents exert influence on values and ideas that permeate student s representations, indicating the necessity that education be thought under a critical perspective so as to make possible to the various groups a deeper comprehension and more effective action, essential to the environmental quality improvement.
Representação ambiental de alunos do ensino fundamental. Implantação da agenda 21 em escola pública municipal de Batatais/SP
(Universidade Federal de São Carlos, 2006-11-30) Pozza, Didier David; Santos, José Eduardo dos; https://lattes.cnpq.br/8533387365058570; https://lattes.cnpq.br/9486706412173644
This study verified the representation of environment and environmental damages by the students from three different elementary schools in Batatais/SP. The research was taken through a questionary, and the result showed that most part of the students did not include the human being as an element of the environment. In a generic way, the most cited environmental damage, as well as the most perceived, according to the place, was the one relating to deforestation and forest fire activities.The great number of students realize the effect of this occurrence in their health and in the air, and the main actions suggested by them to the population are the ones related to right garbage destination and trees plantation. The book, the teacher and the television appear as the principal environmental sources and the people are pointed out as the most responsible ones for these damages; at the same time they lay the responsability on the government for the resolution of this problem. The implantation of Agenda 21 in a public school in basic education in Batatais/SP was evaluated. For this purpose, a socio-environmental diagnosis of a school was elaborated. The development of this Agenda 21 was conducted according to partnership principles, dialogue and consesus, suggested by this document, stimulating the capacity of observing, thinking and acting of the students and teachers, arousing self critical judgement, contributing to active citzenship practice, acting on the environment conservation.