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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

The objective of the research was to identify the perspectives of university students on the use of information, communication and knowledge and digital learning technologies (TICCAD) in the post-pandemic by teachers. It is a qualitative study with a phenomenological approach, 41 students from two universities participated in four focus groups through a semi-structured interview with eight questions. The results showed that the main TICCAD used by teachers to identify prior knowledge, process information, develop integrative projects, work collaboratively, undertake, reflect on achievements and provide feedback are: Canva, Google Drive, Kahoot!, Moodle and Google Docs. In addition, students recommend that teachers receive training and an open attitude towards the use of new tools. As limitations, the importance of conducting a greater number of focus groups with students from related careers, to obtain more information, was highlighted. Furthermore, due to the few studies on the topic in the post-pandemic, the research is an important contribution to the integration of ICTCAD in educational processes. It is concluded that technological tools are valuable support in the teaching-learning process, since they facilitate access to information, exploration and discovery of knowledge, to enrich the educational experience.

The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.

Abstract This study explored how the following aspects may influence basic education teachers’ life satisfaction: self-esteem, general self-efficacy, self-compassion, positive and negative feelings, moral competence, social support, positive relationships with a colleague, work engagement, age, professional experience (in years), time teaching in the same school, number of schools currently teaching, and approximate number of students per week. One hundred primary and high-school teachers (74 women) participated in the study (mean age 40.9; SD = 10.01). Network analysis provided a model which encompasses the six most relevant aspects that interfere in the life and work of basic education teachers: life satisfaction, self-efficacy, self-esteem, positive affects, work engagement, and giving instrumental social support. In addition, the yielded model showed that self-efficacy presented the closest relationship with life satisfaction. We discuss the results in line with previous studies on self-efficacy. Interventions directed at basic education teachers may be more effective if self-efficacy is part of the program.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

The research sought to investigate how the teacher training courses in the area of Natural Sciences present the interdisciplinary perspective, through the Pedagogical Course Projects (PPCs). To this end, a documentary analysis was carried out in which 29 PPCs from different regions of Brazil were analyzed. With the analysis performed, two topics of discussion emerged: the documents that present a discussion about the interdisciplinary perspective and the documents that did not define it. Based on the discussions held, we argue that the proposed curriculum still presents the fragmentation of the curricular organization through disciplines, so that despite the emergence of courses that value interdisciplinarity in theory, they do not explain strategies that make it possible in practice. Thus, the PPCs that present the interdisciplinary perspective, continue working their subjects in a segmented way. Thus, although they propose an interdisciplinary action, the organization of their PPCs does not make clear the possibility of interdisciplinary work in the training of future teachers. [ABSTRACT FROM AUTHOR]

The domain of different oral genres has an important function for the construction of good relations social relationships, as well as in the performance of individuals in different communicative processes, such as working and studying, for example. Thus, mastery of oral language becomes essential, both in academic and professional life for students and future Executive Secretaries Federal University of Paraíba - Campus IV, on the use of oral genres in the classroom as an evaluation tool. In methodological terms, this is a study whose approach is qualitative, exploratory. Data were collected through a questionnaire, which was applied to teachers working in the period 2021.1. The results show that the most requested oral genres are: seminars, debates, oral exposition, round of discussions and argumentative dialogues; thus, based on the information obtained in the research, it was found that most professors usually request the production of oral genres in the classroom, as an evaluation instrument, contributing to the students of the Course being able to develop activities that involve the realization and elaboration of oral genres during graduation. [ABSTRACT FROM AUTHOR]

Purpose: To analyze the perception of Accountancy course professors from Brazilian federal universities regarding the use of platforms, media, and social networks as support tools in the teaching-learning process. Methodology: The research used a survey to collect data. An online questionnaire was applied, using Google Forms, to professors of undergraduate courses in accounting linked to federal educational institutions in all Brazilian regions. We obtained 154 valid answers from professors from 31 different institutions. For the analysis, the descriptive statistical technique was adopted. Results: The results show that most teachers use Whatsapp and Youtube as media and social networks in the teaching-learning process. As for the platforms, most of the respondents started to use them due to the COVID-19 pandemic, with emphasis on the adoption of Google Meet and Moodle. The use of platforms, media, and social networks helps in the sharing of class materials, interactivity, and speed in contact with the students. However, there is a need for teacher training in the use of such technologies, since some teachers have reported difficulties and point out negative aspects, such as accessibility problems for students. Contributions of the Study: The research contributes by confirming results already observed by other researches, as well as by offering insights regarding the use of platforms, media and social networks in the teaching-learning process. Moreover, the research provides knowledge about the perception of teachers regarding the use of such tools, considering aspects that include difficulties, facilities, and benefits of implementation, which enables the evaluation for better application and obtaining favorable results for educational institutions, teachers, and students. [ABSTRACT FROM AUTHOR]

This article investigates how the scene analysis process and the construction of mathematics lesson plans on gender and sexuality (by mathematics teachers participating in a postgraduate course, which dealt with themes of exclusion/inclusion with cinematographic products) can contribute to the understanding/constitution of the social responsibility of these participants in the face of these aspects. Through Queer Theory, intersectionality and decoloniality of gender, we analyzed the discussion process of the scenes and the mathematics lesson plans developed by the teachers. Thus, we understand that the propositions of mathematics classes on themes related to gender and sexualities, based on the analysis of cinematographic works, establish the understanding/constitution of the social responsibility of the analyzed teachers, sometimes, in an initial and still fearful way in relation to trans issues, sometimes from a queer perspective of estrangement and provocation of fruitful reflections on the mathematics class. [ABSTRACT FROM AUTHOR]

The present study aimed to identify the predictive power of sociodemographic, work, working conditions and health variables in the pandemic/Covid-19 period for Quality of Life at Work (QWL). As instruments, we used a questionnaire of sociodemographic, labor data and questions related to working and health conditions in the pandemic/Covid-19 period and the QWL Assessment Scale. The sample consisted of 189 Basic Education teachers. Multiple Linear Regression analysis (Stepwise method) was performed, and the results revealed explanatory models for QWL consisting, mostly, of variables related to the pandemic and general health perception. In this sense, they indicate the importance of the pandemic context for QWL in teachers, that is, perceiving themselves healthy and receiving assistance and support from the educational institution. [ABSTRACT FROM AUTHOR]

This research aims to analyze how the study of mathematical modelling in the discipline of Operational Research (OP) has been applied in the Production Engineering courses in three higher educational institutions in the Northeast of Brazil. The study owns qualitative approach as from a case study. The theoretical reference is based principally on the authors Hillier and Lieberman (2013) who developed the concept and purpose of the discipline of OP and Saviani (1996) which contextualized the issue of problem-situation. Teachers need to be constantly improving so that they can formulate/reformulate better methodologies for the execution and development of the teaching and learning process. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Paradigma is the property of Universidad Pedagogica Experimental Libertador 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.)

The inclusive paradigm is an international movement promoted by UN agencies such as UNESCO, influencing the educational policies of certain countries. Switzerland is among the countries that have initiated reforms to make their educational system more inclusive. These reforms have implications for teachers. The objective of this article is to report on teachers' conceptions regarding the ongoing integration-inclusion reform in the canton of Bern, Switzerland. A qualitative methodology was employed, based on 13 interviews conducted and analyzed in light of the theoretical framework of social change. The results highlight that, beyond a principled adherence, teachers' shared conceptions are resistant to integration-inclusion. These conceptions reveal inherent tensions within the inclusive paradigm and its development in educational systems susceptible to other international political influences, such as new public management and neoliberalismo.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 identify which teaching strategies, in terms of teaching methodologies, teaching resources and assessment instruments, are used by accounting science teachers. To achieve this objective, a quantitative, descriptive survey was carried out with professors from Brazilian universities, public and private. The results indicate that the teaching strategies most used by teachers of accounting science courses are: teaching methodology - exercise, dialogued expository class, basic expository class, practical class, teaching resources - data show, computer, virtual learning environment, assessment - exercises, theoretical test, attendance and punctuality and case study. The study contributes to the investigation of teaching strategies used to teach accounting. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura 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.)

To construct and validate a questionnaire for assessing teachers' self-perception of their posture, and their perception of students' posture habits in different situations in the school environment. 7-step were performed for the construction of the questionnaire. The content validation strategy was judged by a panel of experts and the Validity Index (VI). Test-retest reliability was performed with teachers and measured by the Intraclass Correlation Coefficient (ICC) and Kappa Coefficient (KC). Eleven experts with a doctorate, experience in education, and the field of posture participated in content validation and 40 teachers participated in test-retest reliability. VI measurements were all above 0.81, and the overall mean of ICC and KC were 0.94 and 0.91, respectively. This questionnaire was considered valid, reliable, and feasible with language understandable to teachers. It can be recommended for research in schools, and posture education programs, contributing to the prevention of inadequate posture habits and their consequences. [ABSTRACT FROM AUTHOR]

The educational context in Brazil has generated concern on the part of managers and professionals in the field of Education. The teacher has been suffering from stressors that directly affect the quality of his work. Factors such as: low wages, excessive number of students in the class, the relationship with students and the lack of professional appreciation, are some aspects that stimulate mental illness and, in many cases, Burnout. These episodes become more frequent and aggravated in public educational institutions, in relation to private establishments. The importance of Sociology is highlighted, regarding mental illness nowadays, mainly teachers, the class most affected in this context, in view of the constant interaction of this professional with society. Given this situation, this study aims to carry out a Bibliographic Review of the Literature on the "Burnout Syndrome in Contexts of Work Stress in Teachers Under the Focus of Legal Sociology". For that, articles were searched on the scientific platforms: Scielo, Google Scholar and Lilacs. The inclusion principles were articles related to the research topic. The exclusion factors were articles that did not refer to the focus of the study. The survey responses presented a scenario of the presence of Burnout in, predominantly, service providers, workers in the treatment area and educators. The main aspects, such as: the inter-professional relationship, overwork, the low pay and the lack of professional recognition promote the development of emotional exhaustion, which can lead to Burnout. [ABSTRACT FROM AUTHOR]

In this paper we present part of the results of a master's research. The research was developed in the thematic field of drugs from the perspective of popular education, having as an empirical field the Boy's Home, a socio-educational unit located in the municipality of Lagoa Seca, State of Paraíba, Brasil. Methodologically, it has been a qualitative research developed through unsystematic observations in the Boy's Home and through semi-structured interviews with teachers from the School of that institution. The empirical material from the interviews was analyzed according to the Thematic Analysis procedures of Braun and Clarke (2006). Among other findings, we identified that teachers do not have systematized knowledge about popular education, but they develop actions that are close to their postulates. As a conclusion, we highlight, for example, the need to offer continuous formation to the teachers of the investigated institution, so that the approaches of popular education can be effectively developed in said context. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Introduction: Dental injuries are a public health problem and are described as the second largest demand for dental emergencies, with the school being one of the most frequent places. Objective: To measure the knowledge of teachers about the immediate conduct needed in the face of traumatic events. Materials and Methods: An observational, quantitative, cross-sectional study was carried out. Descriptive analysis was performed using frequency tables with number and percentage for sociodemographic variables, functional variables, and knowledge about dental trauma. The statistical package IBM SPSS 20 were used for analysis. Results: The teachers showed an deficient degree of information and ability to conduct first aid in such situations, which predisposes to a worrying scenario that favors the sequelae and unfavorable prognoses, resulting in damage to the quality of life and early tooth loss. We found no statistically significant difference regarding location and time of work (rural or urban), level of education, age, and sex, since knowledge is absent in all scenarios. Conclusion: The worrying scenario of teacher unpreparedness to deal with traumatic dental situations justifies urgent need for health education actions and teacher training, as well as the inclusion of this theme in the curriculum of future professionals.

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.

ABSTRACT The objective was to investigate fatigue, quality of life (QoL) and professional profile of ballroom dance teachers in Brazil compared by gender. A total of 272 professionals from the five regions of Brazil were evaluated using a self-administered questionnaire divided into professional profile, QoL and fatigue. It was observed that women showed better results compared to men in terms of education and BMI. The general QoL of both sexes showed regular scores, with higher values for the social relations domain and lower values for the physical domain. The data reflect the search for information on the profile of the ballroom dance teachers and health factors related to their professional practice profile, with possible distinctions between the sexes and highlight the importance of awareness for the maintenance of the health of dance professionals.

This article is part of the PPGE/UFSM Professional Master's research. The study aimed: (i) to promote Investigative-Formative Dialogical Circles in an EMEF, in the perspective of self- (trans)formative processes for Early Childhood Education in the Political-Pedagogical Project; (ii) to laborate, during the Circles, Guiding Elements for the [re]signification of the PPP.This is a research with a qualitative approach (MINAYO, 2009) and document analysis. Dialogic Circles (HENZ, 2015) and philosophical hermeneutics (HERMANN, 2002) were performed for dialogic interpretation. The theoretical framework is based on legal frameworks, in IMBERNÓN, 2011), FREIRE, 2021 among others. As a result, the Elements were created based on the dialogue of the co-authors: EI objectives; conception of EI, child, childhood, inclusion and pedagogical proposal; organization of times and spaces; assessment and training in context. It was found that through the Dialogical Circles, teacher self(trans)formation took place. [ABSTRACT FROM AUTHOR]

This article presents findings from research motivated by the epistemological curiosity of knowing whether history teachers, an area that tends to discuss humanity, its contexts, and cultures, would also share the hegemonic discourse in the face of digital technologies. Through content analysis of responses to questionnaires and interviews with history teachers, the research points to the predominance of the neutral conception of technology from two perspectives: instrumental and deterministic, based on Feenberg's contributions. The work adds to the few studies that pay attention to values, interests, and relationships to expose the political nature of technologies and points to the need for critical teacher training in a society increasingly oriented by digital lines. [ABSTRACT FROM AUTHOR]

The article aims to analyze the perception of teachers in the city of Ascurra/SC on the use of textbooks on local history, technologies, transmedia storytelling, and their applicability in teaching the history of Italian colonization in the municipality. Through an action-research, educational training was carried out about technologies and the use of a textbook for 29 teachers, who answered a form with three dimensions: "educator profile", "perception about the textbook" and "technological perceptions and transmedia". Among the main results, it was possible to verify that teachers feel the need to better use technology in education and are interested in deepening their knowledge regarding local history and the use of accessible technologies. [ABSTRACT FROM AUTHOR]

The text aims to discuss the counter-reforms of Brazilian social security in the contemporary scenario and why the category of elementary, middle and higher education teachers is one of the most affected by the loss of rights. It presents the factors that underlie social security and its inclusion in social security. It addresses the process of expropriation of the rights of the working class as a result of the counter-reforms throughout governments in the post-1988 period and the impacts of the Bolsonaro government's social security counter-reform on the rights of teachers. The analysis presents a historical-critical approach and was built through bibliographical and documentary research. It is considered that professors are part of one of the categories most impacted by the withdrawal of rights: salary reduction through the new calculation, establishment of the minimum age and contribution time, as well as aspects related to the gender perspective. [ABSTRACT FROM AUTHOR]

Copyright of Health & Society is the property of Instituto de Ensino e Pesquisa Periodicojs 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 Health & Society is the property of Instituto de Ensino e Pesquisa Periodicojs 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.)