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In this research, we assumed the objective of analyzing the Political-Pedagogical Projects of schools located in Vale do Ivaí, in order to evaluate the articulation between the Physical Education curricular component and the programs to combat manifestations of violence at school. Through document analysis and based on the epistemological and ontological assumptions of historical-dialectical materialism, were analyzed the Political-Pedagogical Projects (PPP) of state schools that offered Elementary School II and/or High School linked to the cities of Arapuã, Ivaiporã, Jardim Alegre, Lunardelli and São João do Ivaí, in addition to the programs/projects undertaken by the school units in the respective cities of Paraná. It was made clear through the results that, despite the fact that the schools' PPPs reveal that they were built from the principles of democratic management, no elements were identified that confirm the involvement of the school community in the proposed actions. Only two documents brought to light, albeit incipiently, connections between the Physical Education curriculum component and the confrontation of school violence. And, with regard to the different dimensions of violence, when alluded to, generalist strategies are mentioned, obliterating the foundations and developments to problematize and combat them. [ABSTRACT FROM AUTHOR]

Special education is configured as something essential to ensure the equity of students with disabilities, so public education institutions must ensure access to AEE rooms so that the student can develop their skills and abilities normally, given that inclusive education is a right guaranteed by the federal constitution. However, it is very important to discuss this topic today, so that some paradigms that still exist are broken and also to better understand how this service happens in the public education network. However, the involvement of both the school team and the family is necessary so that access to this education is actually effective and generates positive results for the student, taking into account the level of learning of each student, and each person learns in the its rhythm and it is essential to have this look focused on this issue in special education. This article aims to reflectively address the importance of AEE (Specialized Educational Assistance) in special education in public schools, emphasizing it as a component of teaching and learning. This is a qualitative research, of a bibliographic nature, which was developed based on materials already prepared, composed mainly of scientific articles and books, centered on authors such as: Mantoan (2007), Silva (2009), Freire (2008), among others. Through this research, it was evidenced that the AEE rooms are of fundamental importance to guarantee an egalitarian and quality education, but the investments in this service are still not enough, because the pedagogical resources are few. [ABSTRACT FROM AUTHOR]

This study aims to investigate and make an analysis of the level of knowledge about school inclusion and the promotion of socialization and interaction of students with disabilities, pervasive developmental disorders and high skills / overprotection in the learning process anchored in the school inclusion in the period 2013 and 2014 in High School State School Pessoa in Orós / Ceará. Ascertain the knowledge of the type of deficiencies on the part of teachers, core manager and staff; observe the extent to which happens socialization and interaction of students with disabilities; verify the participation of families of students with disabilities in the process of school inclusion and enable the implementation of continuing education course on the school inclusion theme in this school, extending to the municipal level. The study was a methodological approach of bibliographic nature, with categorized authors and field research within a qualitative and quantitative perspective, through a questionnaire. According to the survey it was found that, in the State Preparatory High School Pessoa, school inclusion is a recent theme, lacking in information, and that although relative accessibility, does not have the involvement of the school as a whole nor effective participation of the families of students with disabilities. It was found that the school has Multifunction Resource Room (SRM) and performs the specialized educational services (ESA) but failed to reach any target audience despite the demand for prejudice account in relation to the operation of the SRM and the ESA, confused that are, at school, the deficiency terms with addiction, illness and inability to learn. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to validate the Portuguese version of the School Liking and Avoidance Questionnaire (SLAQ) for children and parents. This scale pretends to evaluate the degree to which the child likes school and avoids school from the perspective of the child and parents. The sample consists of 394 students, from the 2nd to the 4th grade, and their parents. In the children's version, confirmatory factor analysis reveals an equivalent structure to the original two-factor version (School Liking and School Avoidance) and a high internal consistency. In the parent version, there was no adequate fit between the data and the original two-factor structure. From the exploratory factor analysis, a more appropriate adjustment of a three-factor model of the parent version (School Liking; School Avoidance; Communication about School) emerged, with good levels of internal consistency. [ABSTRACT FROM AUTHOR]

The objective of the present research was to verify how Restorative Justice can help in school conflicts, as well as to verify the possibility of using restorative practices in face of school dropout. From this, it is concluded that the application of Restorative Justice within the school can reframe the reality of adolescents in conflict in school environment, generating responsibilities, giving voice to the real stakeholders in the resolution, avoiding that their conflicts are solved by third parties - that in some cases, do not even know the reality of that environment - and, allowing the involvement of the entire school and family community in cases that can be solved without judicial action, arousing in the student the interest in remaining in that school environment and preventing entry into crime. For the development of the work, it was necessary to use the bibliographical research technique, through which analyzes and readings of doctrines and articles on the subject addressed, as well discussion in the Group of Studies on Restorative Justice in Centro Universitário Campo Real in Guarapuava/Paraná. [ABSTRACT FROM AUTHOR]

To identify risk factors predisposing to hypertension in adolescents. A descriptive-exploratory study was carried out in the city of Pau dos Ferros, state of Rio Grande do Norte. We included 242 schoolchildren in the age group of 12 to 18 years. The majority of participants presented blood pressure within normal levels. Daily consumption of fruits, vegetables and vegetables was observed, exacerbated intake of processed foods, adequate nutritional status, physical activities and low alcohol consumption in higher percentages. The verification of blood pressure was reported as conditioned to the illness, reaffirmed by the lack of knowledge about preventive mea)sures against hypertension. The female had more adequate blood pressure levels. No statistical relationship was found between overweight and elevated blood pressure. It is considered the need to convert eating habits and the involvement of the school and the family in relation to the stimulus regarding healthy life habits. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)