Portal de Peritódicos da PUCPR (Pontifícia Universidade Católica do Paraná)
Not a member yet
9843 research outputs found
Sort by
Human rights, social vulnerability and personality in people with high abilities in Spain
Full text linkThis research aimed to analyze personality traits and social vulnerability in adults with high abilities in Spain and to reflect on these variables from a human rights perspective. The study included 231 participants with high abilities residing in Spain. Data collection instruments comprised a questionnaire requesting characterization information and situations of social vulnerability, along with the Brief Personality Questionnaire, both administered via Google Forms and analyzed quantitatively. Results indicated that 139 participants (60.17%) had experienced vulnerability situations, most involving some form of violence. Regarding personality, gender-based analysis revealed statistically significant differences, with a higher incidence of vulnerability situations among women with high abilities compared to men. Furthermore, experiencing vulnerability situations had implications for personality, with statistically significant differences in the neuroticism dimension, which was more pronounced in individuals who had experienced vulnerability situations. The relationship between vulnerability and the neuroticism personality trait is discussed, emphasizing the need to guarantee economic, social, and cultural rights to achieve full development as a human right.This research aimed to analyze personality traits and social vulnerability in adults with high abilities in Spain and to reflect on these variables from a human rights perspective. The study included 231 participants with high abilities residing in Spain. Data collection instruments comprised a questionnaire requesting characterization information and situations of social vulnerability, along with the Brief Personality Questionnaire, both administered via Google Forms and analyzed quantitatively. Results indicated that 139 participants (60.17%) had experienced vulnerability situations, most involving some form of violence. Regarding personality, gender-based analysis revealed statistically significant differences, with a higher incidence of vulnerability situations among women with high abilities compared to men. Furthermore, experiencing vulnerability situations had implications for personality, with statistically significant differences in the neuroticism dimension, which was more pronounced in individuals who had experienced vulnerability situations. The relationship between vulnerability and the neuroticism personality trait is discussed, emphasizing the need to guarantee economic, social, and cultural rights to achieve full development as a human right
Teaching practice: analysis of the development of a didactic sequence for working with inclusion in early childhood education
Full text linkThe overall objective of the research presented in this article is to develop an inclusive environment in Early Childhood Education. The specific objectives are: to elaborate a didactic sequence proposal for the final year of Early Childhood Education, aiming at inclusion; and to analyze the development of this sequence in the students\u27 perceptions of disabilities, comparing the changes before and after the intervention. For this purpose, a class from a Municipal School of Early Childhood Education, with students aged 5 and 6 years, was selected. Initially, during Collective Study Time, the teachers of the selected school participated in training related to inclusion. At the end, a didactic sequence on the theme was elaborated to be worked with the students. Before and after working with this sequence, the students answered a questionnaire related to perceptions of disabilities, whose answers were categorized into: "unknowledge," "fantasy idea," "misinformed information," and "favorable response." There was an increase in favorable responses regarding the students\u27 perception of all disabilities. The relative variation in relation to the initial value of favorable responses is 76.3%, demonstrating a significant increase in knowledge of the inclusive theme. The order of the most favorable to the least favorable responses was related to: Visual, Hearing, Physical, and Intellectual Disabilities.Keywords: Didactic sequence and inclusive environment. Didactic sequences and inclusion. Didactic sequences and early childhood education. Early childhood education and inclusive environment. Early childhood education and perception of disability.El objetivo general de la investigación presentada en este artículo consiste en desarrollar un ambiente inclusivo en la Educación Infantil, y los objetivos específicos son: elaborar una propuesta de secuencia didáctica para el último año de la Educación Infantil, con miras a la inclusión; y analizar el desarrollo de esta secuencia en las percepciones de los educandos sobre discapacidades, comparando los cambios antes y después de la intervención. Para ello, se seleccionó una clase de una Escuela Municipal de Educación Infantil, con educandos de 5 y 6 años. Inicialmente, en la Hora de Estudio Colectivo, los profesores de la escuela seleccionada participaron en formaciones relacionadas con la inclusión. Al final, se elaboró una secuencia didáctica sobre la temática para ser trabajada con los educandos. Antes y después del trabajo con esta secuencia, los educandos respondieron a un cuestionario relacionado con percepciones de discapacidades, cuyas respuestas fueron categorizadas en: "desconocimiento", "idea fantasiosa", "información equivocada" y "respuesta favorable". Hubo un aumento de las respuestas favorables sobre la percepción de los educandos relacionadas con todas las discapacidades. La variación relativa en relación con el valor inicial de las respuestas favorables es del 76,3%, lo que demuestra un aumento significativo del conocimiento de la temática inclusiva. El orden de las respuestas más favorables a las menos favorables estuvo relacionado con: Discapacidad Visual, Auditiva, Física e Intelectual.The objectives of this research are to present an instructional sequence developed for the final year of Early Childhood Education, aiming at the development of an inclusive environment, and to analyze its development based on students’ perceptions of disabilities, comparing them before and after the intervention. For this purpose, a class from a Municipal School of Early Childhood Education, with students aged 5 and 6 years, was selected. Initially, during Collective Study Time, the teachers of the selected school participated in training related to inclusion. At the end, a didactic sequence on the theme was elaborated to be worked with the students. Before and after working with this sequence, the students answered a questionnaire related to perceptions of disabilities, whose answers were categorized into: "unknowledge," "fantasy idea," "misinformed information," and "favorable response." There was an increase in favorable responses regarding the students\u27 perception of all disabilities. The relative variation in relation to the initial value of favorable responses is 76.3%, demonstrating a significant increase in knowledge of the inclusive theme. The order of the most favorable to the least favorable responses was related to: Visual, Hearing, Physical, and Intellectual Disabilities
In interactions it is possible to play... and in playing the game is built: analyses of the document Brinca Curitiba on the playing scenarios
Full text linkHe present study analyzes scenarios of the act of playing in children\u27s school, published in the document BRINCA CURITIBA (Curitiba, 2016). This document is the report of a research project of the Department of Early Childhood Education of the Municipal Department of Education of Curitiba, which was organized as a teacher training notebook to understand the right to play as a central axis of pedagogical practices. The scenarios analyzed, in a documentary research, showed how the child-child and child-adult interactions, as well as the interactions with school spaces, constitute the act of playing and characterize the game through fantasy and challenges. Thus, with the understanding that playing is a form of interaction with the world and, together with toys, produces games, we conclude that the playing scenarios are places that promote interactions and interpretative reproduction of the context in which the child lives, through the production of scenes. And these scenes are characterized by games that can be understood as narratives of the child\u27s body. Thus, the playing scenarios can constitute the pedagogical foundation of Early Childhood Education.
Keywords: Interaction. Play. Game. Playing Scenarios.El presente estudio analiza escenarios del jugar en la escuela infantil, publicados en el documento BRINCA CURITIBA (Curitiba, 2016). Este documento es el relato de un proyecto de investigación del Departamento de Educación Infantil de la Secretaría Municipal de Educación de Curitiba que se organizó como un cuaderno de formación docente para comprender el derecho al juego como eje central de las prácticas pedagógicas. Los escenarios del jugar analizados, en una investigación documental, mostraron cómo las interacciones niño-niño y niño-adulto, así como las interacciones con los espacios escolares, constituyen el jugar y caracterizan el juego a través de la fantasía y los desafíos. Así, entendiendo que el jugar es una forma de interacción con el mundo y, entrelazado con los juguetes, produce juegos, concluimos que los escenarios del jugar son lugares que promueven las interacciones y la reproducción interpretativa del contexto en el que vive el niño, a través de la producción de escenas. Y estas escenas se caracterizan por juegos que pueden entenderse como narraciones del cuerpo del niño. Así, los escenarios del jugar pueden constituir la base pedagógica de la Educación Infantil..
Palabras clave: Interacción. Jugar. Juego. Escenarios de juego.He present study analyzes scenarios of the act of playing in children\u27s school, published in the document BRINCA CURITIBA (Curitiba, 2016). This document is the report of a research project of the Department of Early Childhood Education of the Municipal Department of Education of Curitiba, which was organized as a teacher training notebook to understand the right to play as a central axis of pedagogical practices. The scenarios analyzed, in a documentary research, showed how the child-child and child-adult interactions, as well as the interactions with school spaces, constitute the act of playing and characterize the game through fantasy and challenges. Thus, with the understanding that playing is a form of interaction with the world and, together with toys, produces games, we conclude that the playing scenarios are places that promote interactions and interpretative reproduction of the context in which the child lives, through the production of scenes. And these scenes are characterized by games that can be understood as narratives of the child\u27s body. Thus, the playing scenarios can constitute the pedagogical foundation of Early Childhood Education
Curriculum and childhood: how have we welcomed newcomers to the world?
Full text linkThis article seeks to discuss the curriculum in the educational field in its connections with childhood. It takes Arendt\u27s idea of the relationship between birth rate and world renewal to think about the ways we welcome children into school today. It problematizes the modes of production of contemporary childhood in schools, which increasingly focus on occupying children\u27s time and offering them little of the world, impoverishing their experiences. Therefore, it dares to conjecture a curriculum that produces more dignified times, spaces and relationships for children. In an initial discussion, it analyzes the reception of newcomers to the world, thinking about the meanings and beauties offered to children today, through the curriculum. It continues by discussing the possibility of a curriculum that aims to lead without guiding and ends the discussion with a question about the curriculum: would this be a mode of production or an invitation?
Keywords: Curriculum. Childhood. Invitation. Transmission.Este artículo busca discutir el currículo en el ámbito educativo en sus vínculos con la infancia.. Toma la idea de Arendt sobre la relación entre el nacimiento y la renovación del mundo para reflexionar sobre las maneras en que recibimos a los niños en la escuela hoy. Problematiza los modos de producción de la infancia contemporánea en la escuela, que se centran cada vez más en ocupar el tiempo de los niños y ofrecerles poco del mundo, empobreciendo sus experiencias. Por lo tanto, se atreve a conjeturar un currículo que produzca tiempos, espacios y relaciones más dignos para los niños. En una discusión inicial, analiza la recepción de los recién llegados al mundo, reflexionando sobre los significados y las bellezas que ofrece el currículo a la infancia actual. Continúa discutiendo la posibilidad de un currículo que busque liderar sin guiar y concluye la discusión con una pregunta sobre el currículo: ¿es este un modo de producción o una invitación?
Palabras clave: Currículo. Infancia. Invitación. Transmisión.This article seeks to discuss the curriculum in the educational field in its connections with childhood. It takes Arendt\u27s idea of the relationship between birth rate and world renewal to think about the ways we welcome children into school today. It problematizes the modes of production of contemporary childhood in schools, which increasingly focus on occupying children\u27s time and offering them little of the world, impoverishing their experiences. Therefore, it dares to conjecture a curriculum that produces more dignified times, spaces and relationships for children. In an initial discussion, it analyzes the reception of newcomers to the world, thinking about the meanings and beauties offered to children today, through the curriculum. It continues by discussing the possibility of a curriculum that aims to lead without guiding and ends the discussion with a question about the curriculum: would this be a mode of production or an invitation?
Palavras-chave: Currículo. Infância. Convite. Transmissão
African-affective Literature: Anti-Racism, Resistance, and Possible Affections in Children\u27s Literary books
Full text linkThe study of Afro-Brazilian and Indigenous cultures, one of the most important contemporary educational demands in Brazil, has been driven by black and indigenous movements and ratified through Acts 10.639/2003 and 11.645/2008. Children's literature opens up possibilities for aesthetically articulating Early Childhood Education and Ethnic-Racial Relations Education. This article aims to discuss how children's literature can be a space of resistance and creation of possible pathways for anti-racist education, in light of the concept of African-Affective literature as proposed by writer Sônia Rosa. The qualitative methodology involves screening works with black protagonists, approved by the Programa Nacional do Livro e do Material Didático - PNLD 2022 - Educação Infantil, and selecting seven literary works for in-depth analysis. The results have evidenced that a growing number of literary works with black characters have been approved for inclusion in the collection of “PNLD Literário”, but the range of narratives featuring black protagonists remains rather limited. The reading and discussion of some selected works have highlighted the potential of African-affective literature to broaden children's repertoires, as it promotes positive, plural, and complex representations of black characters in a variety of plots that both diversify and value human experiences.Finally, it is possible to observe the importance of expanding literary collections that not only include black characters as a representation of ethnic-racial diversity, but that, above all, value black experiences, by inserting the characters into networks of affection and support.El estudio de las culturas afrobrasileñas e indígenas, una de las demandas educativas contemporáneas más importantes en Brasil, es impulsado por la acción de los movimientos negros e indígenas y ratificado mediante las leyes 10.639/2003 y 11.645/2008. La literatura infantil abre posibilidades para articular estéticamente la Educación Infantil y la Educación de las Relaciones Étnico-Raciales. El presente artículo tiene como objetivo discutir cómo la literatura infantil puede ser un espacio de resistencia y de creación de posibles caminos para la educación antirracista, a la luz del concepto de literatura negroafectiva de la escritora Sonia Rosa. La metodología, de enfoque cualitativo, incluye la identificación de obras con protagonistas negros, aprobadas por el Programa Nacional do Livro e do Material Didático - PNLD 2022 - Educação Infantil, y la selección de siete obras literarias para un análisis más detallado. Los resultados de la investigación indican un crecimiento en el número de obras literarias con personajes diversos en términos étnico-raciales aprobadas para integrar los acervos del PNLD Literario, aunque el universo de narrativas protagonizadas por personajes negros sigue siendo bastante limitado. La lectura y análisis de algunas obras seleccionadas señalan el potencial de la literatura negroafectiva para ampliar los repertorios infantiles, en la medida en que promueve representaciones positivas, plurales y complejas de personajes negros, ubicados en tramas múltiples que diversifican y valoran las experiencias humanas. Finalmente, se observa la relevancia de ampliar los acervos literarios que no solo incluyan personajes negros como representación de la diversidad étnico-racial, sino que, sobre todo, valoren vivencias y experiencias negras, insertando a los personajes en redes de afecto y acogida.The study of Afro-Brazilian and Indigenous cultures, one of the most important contemporary educational demands in Brazil, has been driven by black and indigenous movements and ratified through Acts 10.639/2003 and 11.645/2008. Children's literature opens up possibilities for aesthetically articulating Early Childhood Education and Ethnic-Racial Relations Education. This article aims to discuss how children's literature can be a space of resistance and creation of possible pathways for anti-racist education, in light of the concept of African-Affective literature as proposed by writer Sônia Rosa. The qualitative methodology involves screening works with black protagonists, approved by the Programa Nacional do Livro e do Material Didático - PNLD 2022 - Educação Infantil, and selecting seven literary works for in-depth analysis. The results have evidenced that a growing number of literary works with black characters have been approved for inclusion in the collection of “PNLD Literário”, but the range of narratives featuring black protagonists remains rather limited. The reading and discussion of some selected works have highlighted the potential of African-affective literature to broaden children's repertoires, as it promotes positive, plural, and complex representations of black characters in a variety of plots that both diversify and value human experiences.Finally, it is possible to observe the importance of expanding literary collections that not only include black characters as a representation of ethnic-racial diversity, but that, above all, value black experiences, by inserting the characters into networks of affection and support
Bodies, Curricula, and Childhoods: Experimentations with Movements in Becoming-Child as an Inventive Possibility in Education
Full text linkThis work stems from concerns raised during an activity conducted in the context of teaching internship, where fourth- and fifth-semester pedagogy students were invited to anonymously share significant experiences in basic education. The reading of the accounts was marked by the recurrence of violences experienced during childhood, which prompted questions about how children\u27s bodies are treated and often silenced within the school environment. In light of these issues, the objective of this theoretical study is to problematize the silencing of bodies in childhood and to think of becoming-child as an ethical-political movement in curricula, aiming to create alternative possibilities for (re)existence in everyday school life. To this end, we engage with the philosophy of difference, studies in/of/with everyday life, and the field of curriculum, seeking to problematize expectations of control and normative discourses about childhood, with the desire to affirm their multiplicities and singular existences within the school space.This work stems from concerns raised during an activity conducted in the context of teaching internship, where fourth- and fifth-semester pedagogy students were invited to anonymously share significant experiences in basic education. The reading of the accounts was marked by the recurrence of violences experienced during childhood, which prompted questions about how children\u27s bodies are treated and often silenced within the school environment. In light of these issues, the objective of this theoretical study is to problematize the silencing of bodies in childhood and to think of becoming-child as an ethical-political movement in curricula, aiming to create alternative possibilities for (re)existence in everyday school life. To this end, we engage with the philosophy of difference, studies in/of/with everyday life, and the field of curriculum, seeking to problematize expectations of control and normative discourses about childhood, with the desire to affirm their multiplicities and singular existences within the school space
Fisioterapia ambulatorial nos municípios e macrorregiões de Minas Gerais: estudo ecológico
Full text linkIntroduction: Specialized care in outpatient physical therapy can be provided through secondary health care, which involves more specific and complex technological resources than primary health care. Despite the large percentage of professionals providing services at this level of care, access to physical therapy services is unequal and relatively lacking in Brazil. Objective: To identify the percentage of municipalities with outpatient physical therapy services by macroregion in Minas Gerais (MG) and to evaluate the attendance coefficient for physical therapy services according to the population sizes of the municipalities. Methods: This was an ecological study of data from the Outpatient Information System of the Unified Health System (Sistema Único de Saúde, SUS) and population data from the 2022 Census. The municipalities were categorized into four groups (small I, small II, medium and large). The Kruskal‒Wallis and Mann‒Whitney tests were used to compare the attendance coefficients between the groups. To clarify care gaps and visualize asymmetry in the attendance coefficients, a georeferencing map was constructed. Results: The coverage of outpatient physical therapy services was 58.1%. The West macroregion, which is composed of 53 municipalities, had the highest coverage ranking. The attendance coefficients for physical therapy care in MG and all of Brazil were 0.19 and 0.24, respectively, whereas the median coefficient for all municipalities was 0.18 (Q1 and Q3: 0.08 and 0.34, respectively). No significant differences were found in the attendance coefficients among the four groups. Twelve municipalities presented atypically positive values and were thus identified as care references. Conclusion: The availability and provision of outpatient physical therapy services by the SUS are relatively lacking and heterogeneous among the different municipalities and macroregions of MG. The size of the municipality is not a relevant indicator of the proportional number of outpatient care. The Ministry of Health from Brazil must establish guidelines defining care referrals for physical therapy services.Introdução: A assistência especializada em fisioterapia no formato ambulatorial encontra-se na atenção secundária à saúde, onde é prestado o atendimento com recursos tecnológicos mais específicos e complexos. Apesar do grande percentual de profissionais atuando neste nível de atenção, o acesso aos serviços de fisioterapia é desigual e insuficiente no Brasil. Objetivo: Identificar a porcentagem de municípios com serviço de fisioterapia ambulatorial por macrorregião de Minas Gerais (MG) e avaliar o coeficiente de atendimento para o serviço de fisioterapia conforme o porte populacional dos municípios. Métodos: Trata-se de um estudo ecológico de dados do Sistema de Informações Ambulatoriais do Sistema Único de Saúde (SUS) e população do CENSO 2022. Os municípios foram classificados em quatro grupos (pequeno I, pequeno II, médio e grande porte). Para a comparação do coeficiente de atendimento entre os grupos, utilizaram-se os testes Kruskal-Wallis e Mann-Whitney. Para demonstrar os vazios assistenciais e a assimetria dos coeficientes de atendimento, elaborou-se um mapa de georreferenciamento. Resultados: A cobertura do serviço ambulatorial de fisioterapia foi de 58,1%. A Macrorregião Oeste, composta por 53 municípios, ocupou a primeira posição no ranking de cobertura. Os coeficientes de atendimento fisioterapêutico de MG e Brasil foram de 0,19 e 0,24, respectivamente. A mediana dos coeficientes de todos os municípios foi de 0,18 (Q1:0,08-Q3:0,34). Não foram encontradas diferenças significativas dos coeficientes de atendimento na comparação entre os quatro grupos. Doze municípios apresentaram valores positivamente atípicos, sendo identificados como referências assistenciais. Conclusão: A oferta e produção dos serviços de fisioterapia ambulatorial pelo SUS é ausente e heterogênea entre os diferentes municípios e macrorregiões de MG. O tamanho do município não é um indicador relevante para a quantidade proporcional de atendimentos. Existe a necessidade de diretrizes do Ministério da Saúde para a definição de referências assistenciais para os serviços de fisioterapia
Características de casos notificados e classificados como negligência no Conselho Tutelar
Full text linkChild neglect is the most difficult form of abuse to identify, especially due to the lack of clear and consistent criteria. In turn, mistaken monitoring by protection services can have important consequences for the family. This research aimed to describe and systematize the characteristics of families classified as negligent by the Child Protective Services (n = 14) through qualitative research, using multiple cases. The result found was that 9 of these families did not present consistent indicators of neglect. Of these, 5 would have been notified in the context of custody disputes, denoting instrumental, not legitimate, use of protection bodies. This situation suggests the importance of greater discussion around the topic and, perhaps, the development of protocols that include instruments that help in the correct identification of situations of child neglect.La negligencia infantil es la forma de abuso más difícil de identificar, especialmente debido a la falta de criterios claros y consistentes. A su vez, un seguimiento erróneo por parte de los organismos de protección puede tener consecuencias importantes para la familia. Esta investigación tuvo como objetivo describir y sistematizar las características de las familias clasificadas como negligentes por el Consejo Tutelar (n = 14) a través de una investigación cualitativa, utilizando múltiples casos. El resultado encontrado fue que 9 de estas familias no presentaron indicadores consistentes de abandono. De ellos, 5 habrían sido notificados en el marco de disputas de custodia, denotando un uso instrumental, no legítimo, de los órganos de protección. Esta situación sugiere la importancia de una mayor discusión en torno al tema y, quizás, el desarrollo de protocolos que incluyan instrumentos que ayuden en la correcta identificación de situaciones de negligencia infantil.A negligência infantil é a forma de maus-tratos mais difícil de ser identificada, especialmente por conta da falta de critérios claros e consistentes. Por sua vez, o acompanhamento equivocado pelos órgãos de proteção pode trazer consequências importantes à família. A presente pesquisa objetivou descrever e sistematizar as características de famílias classificadas como negligentes pelo Conselho Tutelar (n = 14) por meio de uma pesquisa qualitativa, de casos múltiplos. O resultado encontrado foi de que 9 dessas famílias não apresentavam indicadores consistentes de negligência. Dessas, 5 teriam sido notificadas no contexto de disputas de guarda, denotando uso instrumental, não legítimo, dos órgãos de proteção. Esse quadro sugere a importância de maior discussão em torno da temática e, quiçá, do desenvolvimento de protocolos que incluam instrumentos que auxiliem na correta identificação de situações de negligência infantil.Palavras-chave: Maus-tratos infantis; Negligência infantil; Problemas sociais; Pobreza infantil
Propriedades Psicométricas do Questionário de Comportamento das Crianças - versão muito reduzida (CBQ-vsf)
Full text linkThe aim of this study was to identify the psychometric properties of the Very Short Form of the Children’s Behavior Questionnaire (CBQ), an instrument used to assess child temperament. A total of 438 mothers of children aged 3 to 7 years participated in the study. Participants completed the Very Short Form of the CBQ and the Strengths and Difficulties Questionnaire. Exploratory, confirmatory, and multigroup factor analyses were conducted, along with assessments of internal consistency and correlations with external measures. The results revealed a three-factor structure (Extraversion, Negative Affectivity, and Effortful Control), consistent with the original proposal. Only after the removal of several items did the final version, comprising 15 items, demonstrate adequate model fit (CFI = 0.933, TLI = 0.916, RMSEA = 0.046, and SRMR = 0.061), indicating weaknesses related to the original factor structure and the scale adaptation process. The Extraversion dimension showed lower reliability and was composed of only three items, all related to shyness. Based on this structure, the measure was invariant across boys and girls in the configural, metric, and scalar models, and it demonstrated evidence of both convergent and divergent validity with measures of behavioral problems and prosocial behavior. We recommend further psychometric studies focusing primarily on the internal structure and content validity. We also reiterate the cautious use of the instrument in Brazil.El objetivo de este estudio fue identificar las propiedades psicométricas de la versión muy reducida del Cuestionario de Comportamiento Infantil (CBQ), un instrumento utilizado para evaluar el temperamento infantil. Participaron 438 madres de niños y niñas con edades entre 3 y 7 años. Las participantes respondieron la versión muy reducida del CBQ y el Cuestionario de Capacidades y Dificultades. Se realizaron análisis factoriales exploratorio, confirmatorio y multigrupo, así como evaluaciones de consistencia interna y correlaciones con medidas externas. Los resultados revelaron una estructura de tres factores (Extraversión, Afecto Negativo y Control Voluntario), coherente con la propuesta original. Solo tras la eliminación de algunos ítems, la versión final, compuesta por 15 ítems, presentó un ajuste adecuado (CFI = 0,933, TLI = 0,916, RMSEA = 0,046 y SRMR = 0,061), lo que indica debilidades relacionadas con la estructura factorial original y con el proceso de adaptación de la escala. La dimensión de Extraversión mostró menor precisión y estuvo compuesta por solo tres ítems, todos relacionados con la timidez. Con base en esta estructura, la medida fue invariante entre niños y niñas en los modelos configural, métrico y escalar, y presentó evidencias de validez convergente y divergente con medidas de problemas de comportamiento y comportamiento prosocial. Recomendamos nuevos estudios psicométricos que investiguen principalmente la estructura interna y la validez de contenido. Reiteramos el uso con cautela del instrumento en Brasil.O objetivo deste estudo foi identificar as propriedades psicométricas da versão muito reduzida do Questionário de Comportamento das Crianças (CBQ), instrumento utilizado para avaliação do temperamento infantil. Participaram 438 mães de crianças com idades entre 3 e 7 anos. As participantes responderam à versão muito reduzida do CBQ e ao Questionário de Capacidades e Dificuldades. Foram realizadas análises fatoriais exploratória, confirmatória e multigrupo, bem como investigação da consistência interna e correlação com medidas externas. Os resultados revelaram uma estrutura de três fatores (Extroversão, Afeto Negativo e Controle com Esforço) convergente com a proposta original. Apenas após a remoção de alguns itens, a versão final, composta por 15 itens, apresentou um ajuste adequado (CFI = 0,933, TLI = 0,916, RMSEA = 0,046 e SRMR = 0,061), o que indica fragilidades relacionadas à estrutura fatorial original e ao processo de adaptação da escala. A dimensão de Extroversão apresentou menor precisão e foi constituída apenas por três itens, todos relacionados à timidez. Com base nessa estrutura, a medida foi invariante entre meninos e meninas nos modelos configural, métrico e escalar e apresentou evidências de validade convergentes e divergentes com as medidas de problemas de comportamento e comportamento pró-social. Recomendamos novos estudos psicométricos que investiguem principalmente a estrutura interna e a validade de conteúdo. Reiteramos o uso com cautela do instrumento no Brasil.Palavras-chave: temperamento; comportamento infantil; invariância; avaliação; validação
Parâmetros nutricionais na forragem de teosinto como opção para o vazio forrageiro outonal do bioma Pampa
Full text linkThe objective of this study was to evaluate dry matter production (DMP), nutritional parameters, and their correlation in forage produced by Teosinte at different sowing dates in an experimental area located on the Fronteira Oeste of Rio Grande do Sul, Brazil. A randomized complete block design was adopted, with ten treatments and eight replicates. The treatments corresponded to the sowing dates, starting on March 4th, with three-day intervals, ending on April 3rd. Forty days after each sowing, plant sampling was performed to determine DMP, and laboratory analyses were performed to estimate nutritional parameters. Crude protein (CP), ether extract (EE), neutral detergent fiber (NDF), acid detergent fiber (ADF), cellulose (CEL), hemicellulose (HEM), lignin (LIG), total carbohydrates (CHO), fibrous carbohydrates (FC), non-fibrous carbohydrates (NFC), dry matter intake as a percentage of live weight (DMIPLW), relative forage value (RFV), total digestible nutrients (TDN), dry matter digestibility (DMDIG) and carbohydrate fractions (A+B1, B2 and C) were evaluated. There was a linear reduction in DMP (Ŷ=1275.22-14.735x), CP (Ŷ=13.411-0.124x), DMIPLW (Ŷ=2.38-0.008x), RVF (Ŷ=120.85-0.545x) DMDIG (Ŷ=65.59-0.079x), TDN (Ŷ=66.899-0.069x) and B2 fraction of carbohydrates (Ŷ=66.648-0.338x). Linear increase was observed in NDF (Ŷ=50.331+0.195x), ADF (Ŷ=29.915+0.099x), CEL (Ŷ=29.887+0.103x), HEM (Ŷ=20.415+0.095x), LIG (Ŷ=1.137+0.108x), CHO (Ŷ=70.33+0.212x), NFC (Ŷ=23.497+0.104x), FC (Ŷ=46.506+0.095x), and carbohydrate fractions A+B1 (Ŷ=22.91+0.162x) and C (Ŷ=4.082+0.324x). A positive correlation was obtained between CP and DMIPLW, RVF, DMDIG, TDN and carbohydrate fraction B2; and negative correlation of CP with NDF, ADF, HEM, CEL, LIG, CHO, NFC, FC, and the A+B1 and C fractions of carbohydrates. The advance in sowing dates reduced dry matter production and increased cell wall constituents in the forage produced by Teosinte, compromising its nutritional value. A negative correlation was observed between nutritional parameters and cell wall components.Objetivou-se avaliar a produção de matéria seca (PMS), os parâmetros nutricionais e a correlação entre estes na forragem produzida pelo Teosinto em diferentes épocas de semeadura em área experimental situada na Fronteira Oeste do Rio Grande do Sul, Brasil. Adotou-se o delineamento em blocos casualizados, com dez tratamentos e oito repetições. Os tratamentos corresponderam às épocas de semeadura, iniciadas em 04/03, com intervalos de três dias, findando-se em 03/04. Aos 40 dias após cada semeadura, procedeu-se a amostragem das plantas com a determinação da PMS e análises laboratoriais para estimativa dos parâmetros nutricionais. Avaliou-se a proteína bruta (PB), extrato etéreo (EE), fibra em detergente neutro (FDN), fibra em detergente ácido (FDA), celulose (CEL), hemicelulose (HEM), lignina (LIG), carboidratos totais (CHO), carboidratos fibrosos (CF), carboidratos não fibrosos (CNF), o consumo de matéria seca em percentual do peso vivo (CMSPV), valor relativo da forragem (VRF), nutrientes digestíveis totais (NDT), digestibilidade da matéria seca (DIGMS) e as frações de carboidratos (A+B1, B2 e C). Houve redução linear na PMS (Ŷ=1275,22-14,735x), PB (Ŷ=13,411-0,124x), CMSPV (Ŷ=2,38-0,008x), VRF (Ŷ=120,85-0,545x) DIGMS (Ŷ=65,59-0,079x), NDT (Ŷ=66,899-0,069x) e fração B2 dos carboidratos (Ŷ=66,648-0,338x). Aumento linear foi constatado no FDN (Ŷ=50,331+0,195x), FDA (Ŷ=29,915+0,099x), CEL (Ŷ=29,887+0,103x), HEM (Ŷ=20,415+0,095x), LIG (Ŷ=1,137+0,108x), CHOT (Ŷ=70,33+0,212x), CNF (Ŷ=23,497+0,104x), CF (Ŷ=46,506+0,095x), e frações dos carboidratos A+B1 (Ŷ=22,91+0,162x) e C (Ŷ=4,082+0,324x). Obteve-se correlação positiva da PB com o CMSPV, VRF, DIGMS, NDT e fração B2 dos carboidratos; e negativa da PB com a FDN, FDA, HEM, CEL, LIG, CHOT, CNF, CF e as frações A+B1 e C dos carboidratos. O avanço nas datas da semeadura reduziu a produção de matéria seca e aumentou constituintes da parede celular na forragem produzida pelo Teosinto, comprometendo seu valor nutricional. Observou-se correlação negativa entre os parâmetros nutricionais e os componentes da parede celular