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The subjective evaluation of the nutritional status of sick individuals should be done through a multivariate approach, being essentially clinical. Thus, Global Subjective Assessment is seen as one of the best methods for obtaining a patient's diagnosis. The objective of this study was to verify if the final students of the nutrition course present competence and abilities to apply the global subjective evaluation for nutritional diagnosis purposes. The research was descriptive, analytical-exploratory, cross-sectional, with a quantitative approach. The population was constituted of one hundred students, of both sexes, regularly enrolled, graduates of four Institutions of Higher Education of the course of Nutrition of Belém / PA. The data were obtained through a semi-structured questionnaire, with closed questions about the perception of the students in the evaluation process and nutritional diagnosis by the global subjective evaluation. Correspondence analysis was applied to verify the association of the quantitative variables related to the subjective evaluation and the answers of the students of the higher education institutions. The associated variables were: purpose of the tool; classification of the nutritional state of the patient and technique to perform the physical examination. Significant associations with problems related to the approach to the patient, purpose of the incorrect evaluation, inadequate physical examination are highlighted; difficulty in interpreting clinical questions; as well as errors in the interpretation of the results of the evaluation for purposes of nutritional diagnosis of the patient. The difficulties observed in the application of the global subjective evaluation limited the skills and competences acquired in the academic scope by the students. [ABSTRACT FROM AUTHOR]

The present article discusses education, digital literacy and inclusion in the learning process of deaf students in the North region, more precisely in the city of Belém. The precept of the investigation is that knowledge goes beyond the school universe and includes skills, experiences and diverse skills that are inserted in informal education. The importance of the theme comes from an intense investigation of the literacy processes that took place during the research, offering valuable contributions to the education of deaf students. The objective of this study is to analyze the emergence of the reading and writing process from digital literacy, having as main theorists Xavier (2007), Kress (2013), Freire (2014), and others. The methodological procedures used were bibliographic review and participatory research with a qualitative approach, carried out in two phases, as Trivinos (1987) guides us. In the first phase, a script of exercises to observe the literacy skills that the students had was made. In the second, text workshops using WhatsApp were carried out. Six deaf students cooperated with the study; they were from the 5th grade of elementary school in a public school on the outskirts of Belém city, and the ages were between 12 and 15 years old. As a conclusion, it was witnessed the advance in the written language, contributing significantly to the literacy process of these students. Thus, in contrast to the numerous processes of exclusion, and unequal practices of the reality of these young deaf people who are in public schools. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Metropolitana de Sustentabilidade is the property of Revista Metropolitana de Sustentabilidade - RMS 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.)

School/Educational Psychology is able to contribute in a meaningful way with the approximation between the research developed in universitary context and applied educational environments. A contextualized and historical perspective about education is relevant for insertion and completion of eficient practices in school environments. Thus, the present work has the general objective of reporting the experience of development of the extension project entitled "School Psychology as Tool to Democratization of Education" in a public school belonging in the metropolitan region of Belém. The processes of insertion in the school are described, just as the instruments utilized. With the faculty were developed lectures and group discussions focused on teachers' continuing education. With the student body were developed activities such as visiting of university campus, individualized interviews and creation of the student's guild. Strategical meetings for articulation between the school and the health support network available were realized with the school administration. It was possible to observe demands related to teachers' mental health, teacher-student relationship and illness between the students related to the lack of a support network and a more sistematic approach for future actions. This report aims to contribute to the development of democratic practices of insertion of Psychology in the school. [ABSTRACT FROM AUTHOR]