Práticas corporais e currículo: legitimação a partir da análise documental / Corporal practices and the curriculum: legitimization through document analysis / Prácticas corporales y currículo: legitimación basada en análisis documental

O estudo objetivou analisar o modo como os atos de currículo da Educação Física legitimam as práticas corporais no âmbito de 3 escolas de Ensino Médio de Simão Dias (SE) e as identidades projetadas. Para tanto, os respectivos projetos político-pedagógicos e planos de ensino do componente foram submetidos à análise de conteúdo. Notamos que as limitações dos espaços físicos condicionam a vivência de práticas corporais legitimadas na escola. Percebemos forte influência dos Parâmetros Curriculares Nacionais do Ensino Fundamental na organização do trabalho pedagógico e a vivência exaustiva dos esportes euro-estadunidenses. Fatores que parecem contribuir para a legitimação de determinadas práticas corporais em detrimento de outras tantas. O que também pode impactar nas identidades culturais e a forma com que os estudantes se relacionam com as diferentes manifestações.

The study aimed to analyze the way in which Physical Education curriculum acts legitimize bodily practices within 3 high schools in Simão Dias (SE) and the projected identities. To this end, the respective political-pedagogical projects and teaching plans for the component were subjected to content analysis. We note that the limitations of physical spaces condition the experience of legitimized bodily practices at school. We noticed a strong influence of the National Curricular Parameters for Elementary Education in the organization of pedagogical work and the exhaustive experience of Euro-American sports. Factors that seem to contribute to the legitimization of certain bodily practices to the detriment of many others. This can also impact cultural identities and the way students relate to different manifestations.

El estudio tuvo como objetivo analizar la forma en que los actos curriculares de Educación Física legitiman las prácticas corporales en 3 escuelas secundarias de Simão Dias (SE) y las identidades proyectadas. Para ello, se sometieron a análisis de contenido los respectivos proyectos político- pedagógicos y planes docentes del componente. Observamos que las limitaciones de los espacios físicos condicionan la experiencia de prácticas corporales legitimadas en la escuela. Notamos una fuerte influencia de los Parámetros Curriculares Nacionales para la Educación Primaria en la organización del trabajo pedagógico y la experiencia exhaustiva del deporte euroamericano. Factores que parecen contribuir a la legitimación de determinadas prácticas corporales en detrimento de muchas otras. Esto también puede afectar las identidades culturales y la forma en que los estudiantes se relacionan con las diferentes manifestaciones.

Hemofilia: Promoção da Saúde através de um Diálogo Interdisciplinar entre Saúde e Educação / Hemophilia: Health Promotion through an Interdisciplinary Dialogue between Health and Education

Identificar a percepção dos profissionais de instituições de ensino sobre a hemofilia, e diante disso formular estratégias de educação em saúde sobre o assunto. Trata-se de pesquisa quanti-qualitativa, analisados de forma descritiva através do Software MAXQDA versão 18.1.1, sob a estratégia de análise de conteúdo. Do total de 40 investigados na pesquisa, percebe-se que somente 11 conseguiram definir hemofilia, metade não sabiam sobre as formas de sangramento, 27 não sabiam as características de um sangramento e somente 10 referiam saber como agir frente a tal acontecimento, revelando desconhecimento dos profissionais de instituições de ensino sobre esta condição de saúde, que afirmam nunca terem sido capacitados para entendimento sobre a doença. Este trabalho promove um diálogo interdisciplinar entre saúde e educação sobre a hemofilia, no qual foi reconhecido a falta de conhecimento sobre o tema por profissionais de instituições de ensino e proposto estratégias de educação em saúde.

To identify the perceptions of professionals working in educational institutions regarding hemophilia and to formulate strategies for health education on this topic. This is quantitative-qualitative research, analyzed descriptively through the Software MAXQDA version 18.1.1, under the content analysis strategy. A total of 40 investigated in the research, it is perceived that only 11 were able to define hemophilia, half did not know about the forms of bleeding, 27 did not know the characteristics of a bleeding and only 10 reported knowing how to act in the face of such an event, revealing lack of knowledge of the professionals of educational institutions about this health condition, who claim to have never been trained to understand the disease. This work promotes an interdisciplinary dialogue between health and education on hemophilia, in which the lack of knowledge on the theme of professionals from educational institutions and proposed health education strategies was recognized.

Panorama da oferta do ensino médio integrado em enfermagem no Brasil / Panorama of the offer of integrated secondary education in nursing in Brazil / Panorama de la oferta de educación secundaria integrada en enfermería en Brasil

Objetivo: Analisar o panorama da oferta do ensino médio integrado em enfermagem no Brasil. Métodos: Pesquisa quanti-qualitativa, documental. Os dados foram coletados do Sistema Nacional de Informações da Educação Profissional e Tecnológica, e um questionário utilizando a plataforma digital Google Forms® para as escolas incluídas, analisadas com auxílio do Microsoft Excel®. Resultados: Foram encontradas e validadas 90 escolas. O maior número destas escolas estava na região Nordeste (68), seguida das regiões Sudeste, Sul, Centro Oeste e Norte. Comparando o número de curso técnico de enfermagem tradicional com os cursos na modalidade integrada obtivemos razões de 11:1 a 378:1, sendo 98,9% da rede pública. Das escolas que responderam ao questionário, 60% utilizam o currículo integrado, cerca de 50% realizou alguma capacitação com os docentes, como também, evidenciamos a modalidade integrada ofertada em três formas diferentes que alteravam duração do curso e carga horária. Chamou atenção a taxa de 32,5% de evasão no referido curso. Conclusão: Constatamos que a modalidade integrada tem baixa capilaridade no Brasil, sendo sua maior aderência na região Nordeste, e na esfera pública, já que assume um compromisso com a formação humana integral e não apenas com o mercado de trabalho. (AU)

Objective: To analyze the panorama of the offer of integrated secondary education in nursing in Brazil. Methods: Quantitative-qualitative, documentary research. The data were collected from the National Information System for Professional and Technological Education, and a questionnaire using the Google Forms® digital platform for the schools included, analyzed with the aid of Microsoft Excel®. Results: 90 schools were found and validated. The largest number of these schools was in the Northeast region (68), followed by the Southeast, South, Midwest and North regions. Comparing the number of traditional nursing technical courses with courses in the integrated modality, we obtained ratios from 11: 1 to 378: 1, all from the public system. Of the schools that responded to the questionnaire, 60% use the integrated curriculum, about 50% carried out some training with the teachers, as well as showing the integrated modality offered in three different ways that altered the duration of the course and workload. The 32.5% dropout rate in that course drew attention. Conclusion: We found that the integrated modality has low capillarity in Brazil, with its greatest adherence in the Northeast region, and in the public sphere, since it assumes a commitment to integral human development and not only to the labor market. (AU)

Objetivo: Analizar el panorama de la oferta de educación secundaria integrada en enfermería en Brasil. Métodos: Investigación documental cuantitativa-cualitativa. Los datos fueron recolectados del Sistema Nacional de Información para la Educación Profesional y Tecnológica, y un cuestionario utilizando la plataforma digital Google Forms® para las escuelas incluidas, analizado con la ayuda de Microsoft Excel®. Resultados: se encontraron y validaron 90 escuelas. El mayor número de estas escuelas se encontraba en la región noreste (68), seguida por las regiones sureste, sur, medio oeste y norte. Comparando el número de cursos técnicos tradicionales de enfermería con cursos en la modalidad integrada, obtuvimos ratios de 11: 1 a 378: 1, todos del sistema público. De las escuelas que respondieron al cuestionario, el 60% utiliza el currículo integrado, cerca del 50% realizó alguna capacitación con los docentes, además de mostrar la modalidad integrada ofrecida en tres formas diferentes que alteraron la duración del curso y la carga de trabajo. La tasa de deserción del 32,5% en ese curso llamó la atención. Conclusión: Encontramos que la modalidad integrada tiene baja capilaridad en Brasil, con su mayor adhesión en la región Nordeste, y en la esfera pública, ya que asume un compromiso con el desarrollo humano integral y no solo con el mercado laboral. (AU)

Emotion Regulation, Perceived Interpersonal Support And Academic Anxiety Among High School Students In Kerala

The current study focuses on the relationship between emotion regulation, perceived interpersonal support, and academic anxiety among high school students in Kerala. The data was collected from 300 high schools students from three schools in Pathanamthitta District. The tools been administered are Difficulties in Emotion Regulation Scale-DERS- SF-18 by Victor & Klonsky (2016), The Multi-dimensional Scale for Perceived Social Support by Zimet and Farley (1988), and Academic Anxiety Scale for children (AASC) by Dr. A K Singh and Dr. A Sen Gupta (2018). Correlational research design using quantitative approach has been used. The findings of the study revealed that there is a significant relationship between emotion regulation, perceived interpersonal support and academic anxiety. There is a significant difference in academic anxiety based on age, gender, birth order and family type.

Effect of parent-child cohesion on internalizing problems of junior high school students: the mediating role of self-esteem and the moderating role of sibling relationships / 中华行为医学与脑科学杂志

Objective:To explore the effect of self-esteem and sibling relationships on the links of parental cohesion and internalizing problems in junior high school students based on the family system theory.Methods:A total of 565 junior high school students were investigated with the sibling relationship questionnaire, parent-child cohesion questionnaire, self-esteem scale and internalizing problems questionnaire from April to June 2021.SPSS 26.0 was used for descriptive statistics and Pearson correlation analysis.PROCESS was used to examine the mediating and moderating effect.Results:Maternal-child cohesion was positively correlated with self-esteem and sibling warmth ( r=0.36, 0.58, both P<0.01), while it was negatively correlated with internalizing problems and sibling conflict ( r=-0.29, -0.25, both P<0.01). Similarly, paternal-child cohesion was positively correlated with self-esteem and sibling warmth ( r=0.37, 0.51, both P<0.01), and it was negatively correlated with internalizing problems and sibling conflict ( r=-0.36, -0.21, both P<0.01). The self-esteem played a partial mediating role between maternal-child cohesion and internalizing problems ( β=-0.09, 95% CI=-0.14--0.05), and the mediating value was 30.13%.The self-esteem also played a partial mediating role between paternal-child cohesion and internalizing problems ( β=-0.07, 95% CI=-0.11--0.04), and the mediating value was 25.36%.Sibling warmth could improve the positive effect of maternal-child cohesion on self-esteem ( β=0.06, 95% CI=0.01-0.11), while could offset the negative effects of low level of maternal-child cohesion against the internalizing problems ( β=0.10, 95% CI=0.04-0.16). But sibling conflict did not significantly predict the effects of maternal-child cohesion on self-esteem and internalizing problems.Similarly, sibling warmth could improve the positive effect of paternal-child cohesion on self-esteem ( β=0.05, 95% CI=0.01-0.09), while could offset the negative effects of low level of paternal-child cohesion against the internalizing problems ( β=0.09, 95% CI=0.03-0.15). But sibling conflict could reduce the positive impact of paternal-child cohesion and self-esteem ( β=-0.05, 95% CI=-0.09--0.01), while had no effect on the impact of paternal-child cohesion and internalizing problems. Conclusion:Parent-child cohesion not only directly affects the internalizing problems, but also indirectly affects the internalizing problems through the self-esteem.Positive parent-child cohesion and sibling warmth relationships can improve the individual's self-esteem level and reduce the internalizing problems.

The influence of autistic traits and ambiguous situations on the interpretation bias of senior high school students / 中华行为医学与脑科学杂志

Objective:To explore the changing characteristics of interpretive bias of senior high school students with different levels of autistic traits in ambiguous situations, and to investigate the consistency of interpretive bias across self/other relevant conditions.Methods:A survey of 1 080 senior high school students from a high school in Anhui province was conducted by using the autistic-spectrum quotient (AQ). According to the criteria of high scores and low scores of 27%, the subjects in the high autistic trait group ( n=266) and the low autistic trait group ( n=266) were selected.The ambiguous situation paradigm was used to measure the frequency of positive interpretation of ambiguous information by two groups of subjects under the conditions of self and others, SPSS 26.0 was used for descriptive statistics, and jamovi 2.2.3 was used for generalized linear mixed model analysis. Results:(1) The results of the between-group effects at the level of autistic traits indicated that the frequency of positive interpretations in the high autistic group was significantly lower than that in the low autistic group(54.5(11.8), 57(11.8) )( χ2=13.99, P<0.001). The results of the interaction between level of autistic traits and type of ambiguous situation indicated that in the positive ambiguous situation, the frequency of positive interpretations in the high autistic group was smaller than that in the low autistic group (33(4), 34(3)) ( P<0.001). There was no significant differences in the number of positive interpretations between high autistic group and low autistic group in negtive ambiguous situation( P>0.05). (2) The results of the main effects of the ambiguous situation types indicated that the frequency of positive interpretations in positive ambiguous situations was significantly higher than that in negative ambiguous situations(33(4), 23(9.25)) ( χ2=1 348.50, P<0.001). The results of the interaction between level of autistic traits and type of ambiguous situation indicated that the frequency of positive interpretations in positive ambiguous situations (33(4), 34(3)) in both high and low autistic groups was larger than that in negative ambiguous situations (22(10), 24(9)) ( P<0.001). (3) The main effects results for the self/other related conditions suggested that the frequency of positive interpretations of familiarity with others (19(4)) was significantly higher than that of self-related conditions (19(5)) and strangers (19(5)) ( χ2=9.51, P<0.01), and there was no significant difference between self-related conditions and strangers( P>0.05). The results of the interaction between ambiguous situation type and self/other related conditions suggested that in the positive ambiguous situation, the frequency of positive interpretations of familiarity with other people's conditions was greater than that of self-related conditions( P<0.01), and in the negative ambiguous situations, there was no significant difference in the frequency of positive interpretations related to different self/others( P>0.05). Conclusions:(1) High school students with high and low autistic traits are more inclined to show positive interpretations in the ambiguous situations, and it higher under the condition of positive ambiguous situations and acquaintances.(2) Compared with those with low autistic traits, individuals with high autistic traits tend to give less positive interpretations to ambiguous situations, but this difference is mainly manifested in positive ambiguous situations.(3) In the negative ambiguous situation, there is no significant difference in number of positive interpretations produced by senior high school students with high and low autistic traits, and they are stable across self and other related conditions.

Correlation between depression， anxiety and social support among grade three senior high school students under in-school quarantine during the COVID-19 pandemic / 四川精神卫生

ObjectiveTo assess the level of depression， anxiety and social support among grade three senior high school students under in-school quarantine during the COVID-19 pandemic， so as to provide references for targeted psychological intervention of them. MethodsA total of 724 grade three senior high school students from three key schools in Binzhou City， Shandong Province were selected using random sampling method. Generalized Anxiety Disorder （GAD-7）， Patients' Health Questionnaire Depression Scale-9 item （PHQ-9） and Perceived Social Support Scale （PSSS） were used to survey the psychological status including anxiety， depression and the level of social support. Partial correlation analysis was adopted to discuss the correlation of PSSS score with GAD-7 and PHQ-9 scores， meantime， the multiple linear regression analysis was conducted to explore the relationship between PSSS and PHQ-9 scores. ResultsAmong grade three senior high school students， 341 （48.64%） and 383 （54.64%） were found to have symptoms of anxiety and depression， respectively. PSSS total score as well as the dimension score of family support and other support of female students were higher than those of male students， with statistical significance （t=-3.431， -3.048， -4.482， P<0.01）. GAD-7， PSSS total scores and the dimension scores of family support and other support demonstrated statistical differences among grade three senior high school students with different selections of academic subjects for college entrance examination （F=1.992， 2.660， 2.074， 3.138， P<0.05 or 0.01）. PHQ-9 score was negatively correlated with the total score and each dimension score of PSSS （r=-0.329， -0.283， -0.284， -0.284， P<0.01）. The dimension score of family support and friend support in PSSS could negatively predict the PHQ-9 score （B=-0.213， -0.308， P<0.01）. ConclusionGrade three senior high school students under in-school quarantine during the COVID-19 pandemic suffer a high prevalence rate of anxiety and depression， while students with higher perceived social support scores report fewer symptoms of depression. Hence， improving the level of social support may alleviate depression in students.

Basic psychological needs satisfaction and smartphone addiction among high school students： the mediating role of loneliness and social anxiety / 四川精神卫生

ObjectiveTo investigate the mediating role of loneliness and social anxiety in the relationship between basic psychological needs satisfaction and smartphone addiction among high school students， and to provide references for the intervention to smartphone addiction for high school students. MethodsIn April 2022， a total of 14 666 high school students from 5 middle schools in a county of Sichuan Province were included by random sampling method. Basic Psychological Needs Scales （BPNS）， the UCLA Loneliness Scale-3 edition （UCLA-3）， Interaction Anxiousness Scale （IAS） and the Mobile Phone Addiction Index （MPAI） were used for cross-sectional investigation. Bootstrap method was used to analyze the mediating role of loneliness and social anxiety in the relationship between the basic psychological needs satisfaction and smartphone addiction. Results① In this study， 14 036 valid questionnaires were returned， and 1 752 （12.48%， 95% CI： 0.114~0.136） high school students were found to be addicted to smartphone phone. The BPNS score was negatively correlated with UCLA-3， IAS and MPAI scores （r=-0.771， -0.486， -0.417， P<0.01）. And MPAI score was positively correlated with IAS and UCLA-3 scores （r=0.403， 0.424， P<0.01）. IAS score was positively correlated with UCLA-3 score （r=0.458， P<0.01）. ②The degree of basic psychological needs satisfaction in high school students can directly negatively predict smartphone addiction （β=-0.383， P<0.05）， and can also indirectly affect smartphone addiction through loneliness and social anxiety （β=-0.130， P<0.05）. ③Loneliness （indirect effect value was -0.145） and social anxiety （indirect effect value was -0.074） partially mediate between the basic psychological needs satisfaction and smartphone addiction. Loneliness-social anxiety also has significant chain mediating effect （indirect effect value was -0.034）， which accounted for 8.88%. ConclusionThe basic psychological needs satisfaction can not only directly affect the occurrence of smartphone addiction， but also indirectly affect the occurrence of smartphone addiction through the chain mediation of loneliness and social anxiety.

Research progress on mobile phone addiction among high school students / 四川精神卫生

With the widespread adoption of smartphones， mobile phone addiction among adolescents has emerged as a challenging public health concern. This paper aims to undertake a comprehensive literature review on mobile phone addiction among high school students， both domestically and internationally. It primarily focuses on exploring the conceptual framework， measurement tools， epidemic status， influencing factors and intervention strategies associated with mobile phone addiction in this specific population， so as to provide references for interventions targeting mobile phone addiction among high school students， with the ultimate goal of reducing the incidence rate within this population. ［Funded by Sichuan Provincial Primary Health Development Research Center in 2022， North Sichuan Medical College （number， SWFZ22-C-89）， Mianyang City Social Science Research Key Base-Sichuan Mianyang Minor Psychological Growth Guidance and Research Center 2022 Annual Funding Project （number， SCWCN 2022YB07）］

Exploring physical and functional factors associated with lateral ankle sprains in junior high school basketball players / 体力科学

Lateral ankle sprain (LAS) is one of the most common sport-related injuries among basketball players. Most basketball players experience a first LAS particularly in junior high school. Thus, it is crucial to develop effective prevention strategies for LAS in junior high school populations. However, the characteristics for first-time LAS are not clear. This study aimed to compare the physical and functional characteristics of junior high school basketball players with and without a history of LAS. Two hundred and thirty-eight junior high school basketball players (128 boys and 110 girls) volunteered for this study. We asked participants to complete a self-reported injury history questionnaire. We also assessed physical functions, including range of motion, muscular strength, dynamic balance, and performance. The prevalence of LAS was 75.6% (boys: 73.4%, girls: 78.2%). Boys with a history of LAS had significantly higher height, body mass, and BMI compared to those without a history of LAS (p<0.05). Girls with a history of LAS had significantly lower scores on the star excursion balance test in the anterior reaching direction compared with the control group (p=0.015). Various measures of physical function were associated with LAS, but these associations were different between boys’ and girls’ basketball players. These findings from this study indicate that clinicians should identify sex-specific impairments associated with LAS when designing targeted intervention programs.

Profesores delante del comportamiento suicida de alumnos adolescentes: percepciones e intervenciones / Professores diante do comportamento suicida de alunos adolescentes: percepções e intervenções / Teachers facing the suicidal behavior among adolescent students: perceptions and interventions

Esta pesquisa buscou analisar intervenções de professores do Ensino Médio integrado ao perceberem o comportamento suicida em alunos. Para tanto, desenvolveu-se uma pesquisa de campo, de abordagem qualitativa e natureza aplicada com 12 professores efetivos de uma instituição federal de ensino. Os dados foram coletados por formulário eletrônico (Google Forms) e analisados por meio da análise de conteúdo. Os achados revelaram que os docentes têm uma visão superficial acerca do suicídio e dificuldades em manejar o comportamento suicida de seus alunos e, quando o fazem, tomam como base valores e experiências pessoais; hesitação e insegurança marcam as condutas dos docentes. O estudo realça a necessidade de a escola se tornar um espaço de diálogo e formação docente acerca do comportamento suicida.

En esta investigación se buscó analizar intervenciones de profesores de la enseñanza secundaria integrada al percibir el comportamiento suicida en alumnus. Para tanto, se desarrolló una investigación de cmapo, de abordaje cualitativa y naturaleza aplicada con 12 profesores efectivos de una institución federal de enseñanza. Los datos se recompilaron por formulario electrónico (Google Forms) y analizados através del análisis de contenido. Los hallazgos apuntaron que los docents tienen una visión superficial acerca del suicidio y dificultades en manejar el comportamiento suicida de sus almnos; cuando lo hacen, toman como base valores y experiencias personales; hesitación e inseguridad marcan las condutas de los docents. El studio pone de relieve la necesidad de la escuela volverse espacio de diálogo y formación docente acerca del comportamiento suicida.

This research sought to analyze the interventions of integrated high school teachers when they perceived suicidal behavior in students. Therefore, a field research was developed, with a qualitative approach and applied nature, with 12 permanent professors from a federal educational institution. Data were collected using an electronic form (Google Forms) and analyzed through content analysis. The findings revealed that teachers have a superficial view of suicide and difficulties in managing their students' suicidal behavior; when they do so, they are based on personal values and experiences; hesitation and insecurity mark the conduct of professors. The study highlights the need for the school to become a space for dialogue and teacher training on suicidal behavior.

Na corda bamba de sombrinha: a Educação Física no fio da história na base nacional comum curricular do ensino médio / Walking the tightrope: Physical Education on the wire of history in high school national common curricular basis / En la cuerda floja con el paraguas: la Educación Física en el límite de la historia en la base del currículo común nacional de la escuela secundaria

O objetivo desse ensaio foi analisar as implicações da BNCC do Ensino Médio para a Educação Física Escolar em reflexividade dialógica e dialética pela análise histórica e política. Por meio de constatações teórica-empíricas, mostramos uma ampla denúncia sobre os interesses neoliberais envolvidos na concepção educativa da reforma do Ensino Médio, já que essa política educacional sistematiza uma educação a serviço do capital, com um reflexo nefasto para a formação crítica e reflexiva das juventudes. Assim, a Educação Física perde cada vez mais espaço, seja pelo seu caráter optativo efetivado pelos "estudos e práticas" do componente curricular; pelo rebaixamento de sua carga horária; por sua falta de legitimidade na sociedade contemporânea; ou por seus princípios epistemológicos, políticos e pedagógicos que se distanciam de uma educação eficiente pautada na Pedagogia das competências. Por fim, defendemos a revogação da BNCC e a organização coletiva de um novo documento curricular.

The objective of this essay was to analyze the implications of High School NCCB for Physical Education in dialogical and dialectical reflexivity through historical and political analysis. Through theoretical-empirical findings, we show a broad denunciation of neoliberal interests involved in the educational conception of the High School reform, since this educational policy systematizes an education at the service of capital, with a disastrous reflection for critical and reflective formation of youths. Thus, Physical Education loses more and more space, either because of its optional character effected by "studies and practices" of the curricular component; lowered workload; lack of legitimacy in contemporary society; or epistemological, political and pedagogical principles that distance themselves from an efficient education based on Competence Pedagogy. Finally, we support the revokement of the NCCB, and the collective organization of a new curriculum.

El objetivo de este ensayo fue analizar las implicaciones de la BNCC de Enseñanza Media para la Educación Física Escolar en la reflexividad dialógica y dialéctica por medio del análisis histórico y político. Mediante hallazgos teórico-empíricos, mostramos una amplia denuncia de los intereses neoliberales involucrados en la concepción educativa de la reforma, ya que esta política educativa sistematiza una educación al servicio del capital. Así, la Educación Física pierde cada vez más espacio, ya sea por su carácter optativo efectuado por los "estudios y prácticas" del componente curricular; por la reducción de su carga de trabajo; por su falta de legitimidad en la sociedad contemporánea; o por sus principios epistemológicos, políticos y pedagógicos que se distancian de una educación eficiente basada en la Pedagogía de las competencias. Finalmente, defendemos la derogación de la BNCC y la organización colectiva de un nuevo documento curricular.

Dificuldades no ensino remoto emergencial da rede pública estadual de Minas Gerais no período pandêmico / Difficulties in emergency remote of the state public network of Minas Gerais in the pandemic period / Dificultades en la emergencia remota de la red pública es- tatal de Minas Gerais en el periodo pandémico

Este estudo objetivou-se analisar as dificuldades encontradas no ensino remoto emergencial (ERE) pelos professores da rede pública estadual de Minas Gerais durante o período pandêmico da COVID-19. Trata-se de estudo transversal com coleta realizada entre agosto e setembro de 2020, tipo websurvey. Utilizou-se a dificuldade encontrada com o ERE como variável dependente e as independentes foram características sociodemográficas e econômicas, perfil ocupacional, recursos/materiais e processos do trabalho docente. Participaram do estudo 15.641 professores. Observou-se prevalência de 90,6% de dificuldades no ERE. Os resultados, obtidos por meio da análise de Regressão de Poisson (α = 5%), apontaram associações entre o ERE e os professores do sexo feminino, a falta de recursos/materiais, o acesso limitado à internet e o processo de trabalho docente deficiente. Evidenciou-se um conjunto complexo de dificuldades que exige adequação de políticas públicas ao novo cenário educacional durante e pós- pandemia.

The objective was to analyse the difficulties encountered in emergency remote teaching (ERE) by teachers from the state public network of Minas Gerais during the COVID-19 pandemic period. This is a cross-sectional study with data collected be- tween August and September 2020, web survey type. The difficulty found with the ERE was used as a dependent variable, and the independent variables were sociodemographic and economic characteristics, occupational profile, resources/materials, and teaching work processes. 15,641 teachers participated in the study. There was a prevalence of 90.6% of difficulties in the ERE. The results, obtained through the Poisson Regression analysis (α=5%), indicated associations with the ERE of female teachers, the lack of re- sources/materials, limited access to the internet and the poor teaching work process. A complex set of difficulties was evidenced, which requires the adequacy of public policies to the new educational scenario during and after the pandemic.

El objetivo fue analizar las dificultades encontradas en la enseñanza remota de emergencia (ERE) por docentes de la red pública estatal de Minas Gerais durante el período pandémico del COVID-19. Se trata de un estudio transversal con datos entre agosto y septiembre de 2020, tipo encuesta web. Se utilizó como variable dependiente la dificultad encontrada con el ERE, y las variables independientes fueron características sociodemográficas y económicas, perfil ocupacional, recursos / materiales y procesos de trabajo docente. 15.641 profesores participaron en el estudio. Hubo una prevalencia del 90,6% de dificultades en el ERE. El análisis de regresión de Poisson (α = 5%) indicó asociaciones con el ERE de las maestras, falta de recursos / materiales, acceso limitado a Internet y un proceso de trabajo docente deficiente. Se evidenció un conjunto complejo de dificultades, que requiere la adecuación de las políticas públicas al nuevo escenario educativo durante y después de la pandemia.

Mudanças para a permanência: a marca da dualidade pedagógica em diferentes projetos para o ensino médio no Brasil / Changes for continuity: the mark of pedagogical duality in different projects for secondary education in Brazil

Resumo No Brasil, desde a "Primeira República", a educação vem sofrendo reformas que afetam todos os seus níveis, inclusive o ensino médio. No cerne dessas reformas, esse nível de ensino é tradicionalmente marcado pelo dualismo educacional, reproduzindo as estruturas de poder presentes na sociedade brasileira. A última dessas reformas, instaurada em 2018, delegou ao ensino médio a função de subsidiar jovens na construção de seus projetos de futuro. A reforma de 2018 é apreendida neste texto como uma tentativa de adequar a formação da juventude brasileira em consonância ao status quo. Os "Estudos das Juventudes" têm se configurado como um campo de interface entre várias áreas que têm, de um modo ou de outro, a "Escola" e seus processos como um ponto de debate. Esse debate toma como fonte os documentos oficiais no âmbito da educação básica no Brasil para discutir o Programa Ensino Integral (PEI), instituído pela Secretaria Estadual de Educação de São Paulo em 2012, que, de forma pioneira no país, centralizou os currículos do ensino fundamental (anos finais) e ensino médio na construção do que se denominou "projetos de vida" dos alunos, criando escolas específicas para esse fim. Com as experiências desenvolvidas até aqui, conforme aquelas fontes e com a literatura correlata, pode-se afirmar a permanência do dualismo educacional no ensino médio, que, antes de tudo, não efetiva uma formação plena e desinteressada para a maior parte dos jovens que buscam na escola pública referências para uma vida melhor, muitas vezes inviabilizada pelo lugar que se ocupa e de onde o futuro pode ser projetado.

Abstract In Brazil, since the "First Republic", education has undergone reforms that affect all its levels, including high school. At the core of these reforms, this level of education is traditionally marked by educational dualism, reproducing the power structures present in Brazilian society. The latest of these reforms, instituted in 2018, assigned high schools the function of subsidizing young people in the construction of their future life projects. The 2018 reform is understood in this text as an attempt to adapt the education of Brazilian youth in line with the status quo. "Youth Studies" has emerged as an interface field between various areas that have, in one way or another, the "School" and its processes as a point of debate. This debate draws on official documents in the field of basic education in Brazil to discuss the Full-Time Education Program (Programa Ensino Integral - PEI), instituted by the São Paulo State Department of Education in 2012, which, in a pioneering manner in the country, centralized the curricula of junior high school and high school in the construction of what was called "life projects" for students, creating specific schools for this purpose. With the experiences developed so far, according to those sources and related literature, it is possible to assert the continuity of educational dualism in high school, which, above all, does not provide a full and disinterested education for most young people who seek, in public school, references for a better life, often hindered by the place they occupy and from where the future can be projected.

A Educação Física Escolar na educação profissional: um estudo a partir do conhecimento produzido / School Physical Education in professional education: a study based on the knowledge produced / La Educación Física Escolar en la educación profesional: un estudio a partir del conocimiento producido

RESUMO Nesta pesquisa objetivamos identificar características históricas da Educação Física escolar (EFE) como componente curricular da Educação Profissional (EP) no Brasil a partir de uma revisão de literatura entre os anos de 2008 até 2019 nos periódicos nacionais, na base de dados SciELO, no portal de periódicos, assim como no Catálogo de teses e dissertações da Capes. Selecionamos produções que versam especificamente sobre a história da EFE em diferentes momentos históricos e diferentes Instituições de EP do Brasil. Observamos e constatamos que a EFE esteve historicamente presente na EP vinculada a um projeto hegemônico de educação, desvinculada de pressupostos educativos emancipatórios aos quais o projeto atual de Ensino Médio Integrado pode apontar possibilidades.

ABSTRACT In this research, we aim to identify the historical characteristics of school Physical Education (EFE) as a curricular component in Professional Education (EP) in Brazil from a literature review between the years 2008 to 2019 in national journals, in the SciELO database, on the portal of periodicals and in the Capes Catalog of Theses and Dissertations. We selected productions that specifically deal with the history of EFE in different historical moments and different EP Institutions in Brazil. We observed and verified that the EFE was historically present in the EP linked to a hegemonic project of education, unlinked from emancipatory educational assumptions to which the current Integrated High School project can point out possibilities.

RESUMEN En esta investigación pretendemos identificar las características historicas de la Educación Física (EFE) escolar como componente curricular en la Educación Profesional (EP) en Brasil a partir de una revisión de la literatura entre los años 2008 a 2019 en revistas nacionales, en la base de datos SciELO, en el portal de periódicos y en el Catálogo Capes de Tesis y Disertaciones. Seleccionamos producciones que traten específicamente la historia de EFE en diferentes momentos históricos y diferentes Instituciones EP en Brasil. Observamos y constatamos que la EFE estuvo históricamente presente en la EP ligada a un proyecto hegemónico de educación, desvinculada de supuestos educativos emancipatorios a los que el proyecto actual de la Escuela secundaria integrada puede señalar posibilidades.

A cross-sectional study on the prevalence and severity of suicidal ideations and behaviors of senior high school students using the Columbia-Suicide Severity Rating Scale (C-SSRS)

Objectives@#In the light of increased suicide risk among adolescents, this research aimed at determining the prevalence and severity of suicidal ideations and behaviors of senior high school students in a public secondary school in Metro Manila using the Columbia-Suicide Severity Rating Scale (C-SSRS).@*Methodology@#This is a descriptive cross-sectional school-based study, conducted on 236 senior high school students, 18 years old and above, in San Juan National High School (SJNHS) in San Juan, Metro Manila. The study employed convenience sampling. Upon selection, the C-SSRS was administered. Data on four constructs of suicide were gathered: 1) suicidal ideation severity; 2) intensity, which was quantified in terms of frequency, duration, control, deterrents and reasons for suicidal ideation; 3) suicidal behavior rated on a nominal subscale as actual, aborted, interrupted, preparatory behavior and non-suicidal injurious behavior; and lastly 4) lethality of actual suicide attempts on a 6-point ordinal scale, and if actual lethality was zero, potential lethality was further rated on a 3-point ordinal scale.@*Results@#The majority (67.8%) had mild suicidal ideations; 37.71% had active suicidal ideations with intent but not necessarily a specific plan and only 13.98% had active suicidal ideation with intent to act and a specific plan. The intensity of suicidal ideation was not that frequent in 35.59% of the respondents i.e.18.64% 1x/ week and 16.95% less than 1x/ week. About a third (30.07%) had very short duration of suicidal ideations i.e. fleetingly (19.92%) or less than an hour/ day (11.02%). A third (32.62%) were able to easily control (18.64%) or control with minimal difficulty (13.98%). Reason for suicidal ideation were either to get attention (10.59%) or to end the emotional pain (11.02%). A third (30.93%) had actual attempts (15.25%) and Non -Suicidal Self Injury (NSSI) (15.68%); while another 35.06 % had interrupted (16.53%) or aborted (19.07%) attempts. Those who had actual attempts, 41.67% had no physical injury while 50 % incurred minor injuries. Thirty- two (88.89%) had suicidal attempt that was likely to result in injury but not likely to cause death.@*Conclusion@#In light of these relatively high prevalence rates for suicidal ideation and behaviors, schoolwide intervention on education or awareness programs, gatekeeper training, peer leadership, skills training and screening or assessment may have to be instituted to curb the increased suicide risk of the senior high school students and further prevent suicide attempts.

Analysis on Hospice Care Cognition Status and Influencing Factors among High School Students in Guangzhou / 中国医学伦理学

【Objective:】 To investigate the cognition, attitude and influencing factors of hospice care among high school students in Guangzhou, and to provide basis for improving the understanding level of hospice care and death education among adolescents. 【Methods:】 A total of 226 questionnaires were collected by convenient sampling and questionnaire survey. The questionnaire covered two parts: basic information of the respondents, cognition and attitude towards hospice care (including four dimensions: basic knowledge of hospice care, knowledge of pain control, attitude and thought of hospice care, and attitude towards hospice care education). Excel software was used to preliminary screen, preprocess and establish database of data. SPSS21.0 was used for statistical analysis. T-test and ANOVA were used for difference analysis, multiple linear regression was used for correlation analysis. 【Results:】 High school students had a basic understanding of hospice care. Among the four dimensions of basic knowledge of hospice care, knowledge of pain control, attitude and thought of hospice care, and attitude towards hospice care education, the cognition of "knowledge of pain control" dimension was the weakest link, and the entry of "attitude and thought of hospice care" had the highest score, which was the strong cognitive link. 【Conclusion:】 The main influencing factors of high school students’ cognition of hospice care were family structure, family residence and whether they have understood hospice care. This paper recommended that schools should add medical humanities education courses related to hospice and death education, and cooperate with hospice care centers to carry out hospice care experience practices. It was also suggested that relevant departments or organizations should make full use of mainstream media, such as online media and WeChat public accounts, to strengthen the popularity and popularization of hospice care education and science popularization from multiple channels and aspects, and improve the level and quality of hospice care education for young people.

Association between alcohol dependence and overweight/obesity in high school students / 上海预防医学

ObjectiveTo analyze the association between alcohol dependence and overweight and obesity among high school students. MethodsThis study adopted stratified cluster sampling method. Four high schools （one vocational high school included） were selected as the research sites. We used self-designed questionnaires to investigate the drinking behavior of high school students. This study used propensity score matching method to control confounding factors （e.g gender， school type， etc.）. Then we compared the differences in drinking behavior between obese/overweight group and normal weight group after matching， and used a multivariate logistic regression model to analyze the relationship between drinking behavior and overweight and obesity. ResultsA total of 811 high school students participated in the survey. 60 people were excluded due to mild and moderate weight loss， and 751 people were normal or obese/overweight. After 1：1 propensity score matching， there were 217 people each in obese/overweight group and normal group. The characteristics of gender， school type， grade and family economic level of the two groups were balanced after matching. The difference was statistically significant （P<0.05） between obese/overweight and normal group in the following： drinking of alcohol at high school， alcohol dependence， the maximum drinks at one time， drinking of alcohol at family gatherings， whether bought alcohol for others， whether their family members recommended drinking， whether they have tried to quit drinking in the past year， and the time of blush after drinking. The multivariate logistic regression analysis indicated that the degree of alcohol dependence （the alcohol use disorder score ≥ 8） was a risk factor for overweight and obesity （OR=3.600， 95%CI： 1.244‒10.424）. Besides， having bought alcohol for others and family members advising alcohol consumption were suggested to be protective factors for overweight and obesity （OR=0.525， 95%CI： 0.309‒0.890 and OR=0.377， 95%CI： 0.222‒0.641）. ConclusionHigh school students who have alcohol dependence suffer a higher risk of obesity/overweight， while high school students who may have drinking behaviors but do not have alcohol dependence have a lower risk of obesity/overweight. It is critical to guide young people on drinking in terms of health.

Power of Millets- Critical for addressing Ecological, Agrarian, and Emerging health crisis in Punjab

The state of Punjab is facing a major threat of ecological, agrarian as well as emerging health crisis. Continuously depleting water tables due to unregulated use of irrigation water and increased cultivation of water-thirsty, varieties of rice are posing major threat to water availability in the state. Indiscriminate use of chemicals in farming leading to soil infertility, polluted surface waters and air pollution are contributing to ecological catastrophe and eventually leading to many health problems in the population. Hence there is need to focus on environmentally friendly, economically viable and health benefitting solutions. Millets as climate change compliant crops score highly over other grains in terms of marginal growing conditions and high nutritional value are proposed as a solution for emerging challenges in Punjab.

Actitudes de los docentes de secundaria frente a la educación sexual de los adolescentes / Attitudes of secondary school teachers towards sex education of adolescents / Atitudes dos professores de ensino médio frente à educação sexual dos adolescentes

Resumen La educación sexual (ES) desde la escolaridad ha sido un tema de intereses con diversas variaciones ante posturas biologicistas, moralistas, preventivas, además de aquellas con un eje integrador y de derechos. La actitud de los educadores frente a la sexualidad representa un componente que puede influir en la enseñanza de la ES, por lo cual se planteó como objetivo: describir la evidencia científica respecto a las actitudes relacionadas con la educación sexual (ES) en docentes de instituciones educativas de secundaria. Materiales y métodos: se realizó una revisión sistemática exploratoria de la literatura científica publicada en el mundo, utilizando las palabras clave school teacher, sex education y attitude; en los idiomas inglés, portugués y español; de los años 2003 a 2019, mediante búsqueda en las bases de datos SciELO, Scopus, Cinhal, Ovid y BVSL y en artículos de referencias. Fueron evaluadas por dos autores de manera independiente empleando herramientas de Joanna Briggs Institute. Se estableció como medida de rigor el cumplimiento del 70 % de los criterios a evaluar. Resultados: 13 artículos superaron la valoración de rigor, ocho de tipo cualitativo y seis de cuantitativo, de Europa [1], Sudeste Asiático [3], Sudáfrica [6], Norteamérica [1], Suramérica [1] y Australia [1]. Los estudios muestran que aspectos como cultura, género, conocimiento, metodologías, valores y prejuicios del docente se constituyen en condicionantes de las actitudes del docente frente a la ES. Conclusiones: se evidencia que la clave de una mejor ES, son buenas capacitaciones docentes y el entendimiento de todos los actores de la comunidad para evitar mitos y demás.

Abstract Sex education (SE) since schooling has been a topic of interests with diverse variations before biological, moralistic and preventive positions, in addition to those with an integrative and rights axis. The attitude of educators towards sexuality represents a component that can influence the teaching of SE, reason why the objective of this research was to describe the scientific evidence regarding attitudes related to SE in teachers of secondary education institutions. Materials and Method: An exploratory systematic review of the scientific literature published in the world was carried out, using the keywords school teacher, sex education and attitudes in English, Portuguese and Spanish from 2003 to 2019, through a search in the SciELO, Scopus, Cinhal, Ovid and BVSL databases and in reference articles. They were evaluated by two authors independently using tools from the Joanna Briggs Institute. Compliance with 70% of the criteria to be evaluated was established as a measure of rigor. Results: A total of 13 articles passed the rigor assessment, eight qualitative and six quantitative, from Europe [1], Southeast Asia [3], South Africa [6], North America [1], South America [1] and Australia [1]. The studies show that aspects such as culture, gender, knowledge, methodologies, values and prejudices of the teacher constitute conditioning factors of the attitudes of teachers towards SE. Conclusions: it is evident that the key to a better SE is good teacher training and the understanding of all the actors in the community to avoid myths and others.

Resumo A educação sexual (ES) desde a escolaridade tem sido um tema de interesses com diversas variações perante posturas biologistas, moralistas, preventivas, além de aquelas com um eixo integrador e de direitos. A atitude dos professores frente à sexualidade representa um componente que pode influir no ensino da ES, pelo qual se estabeleceu como objetivo: descrever a evidencia científica respeito às atitudes relacionadas com a educação sexual (ES) em professores de instituições educativas de ensino médio. Materiais e métodos: Se fez uma revisão sistemática exploratória da literatura científica publicada no mundo, utilizando as palavras chave school teacher, sex education e attitude; nos idiomas inglês, português e espanhol; dos anos 2003 a 2019, mediante busca nas bases de dados SciELO, Scopus, Cinhal, Ovid y BVSL e em artigos de referências. Foram avaliadas por dois autores de maneira independente utilizando ferramentas de Joanna Briggs Institute. Estabeleceu-se como medida de rigor o cumprimento do 70 % dos critérios a avaliar. Resultados: 13 artigos superaram a valoração de rigor, oito de tipo qualitativo e seis de quantitativo, da Europa [1], Sudeste Asiático [3], Sul África [6], Norte América [1], Sul América [1] e Australia [1]. Os estudos amostram que aspeitos como cultura, gênero, conhecimento, metodologias, valores e prejuízos do professor se constituem em condicionantes das atitudes do professor frente à ES. Conclusões: evidencia-se que a chave de uma melhor ES, são boas capacitações aos professores e o entendimento de todos os atores da comunidade para evitar mitos e outras coisas.