RESUMEN
Purpose: This study aimed to determine whether a better hemodynamic profile and a better sleep quality are associated with the duration of physical exercise in the water; secondly, it aims to determine whether better sleep quality is associated with a more favorable hemodynamic profile. Methods: 97 subjects (85 women, age 59.46 ± 10.62) were included in the study. Groups were divided into normotensive (n = 46) and hypertensive individuals, (n = 51) duration of water aerobics (1-6 (n = 18), 7-11 (n = 11), 12-35 (n = 26), and > 36 months (n = 42), respectively), and sleep quality (Good, Poor, and Sleep Disordered). The peripheral (brachial), central (through applanation tonometry), and arterial blood pressure were assessed, and the Pittsburgh Sleep Quality Index questionnaire was collected. Results: We found that the groups practicing water-based exercise for a more extended period (>6 months) did not present improved pressure values and sleep quality. The best (though still weak) relationship between the water-based exercise time and the sleep quality values occurred between the group of 7-11 exercising for over 36 months (r = - 0.29 for both). When multivariate regression analysis was performed, there was interaction between AIx@75bpm and sleep quality score, as well as between AIx@75bpm and the age of subjects (p = .006 and 0.003, respectively). Conclusion: The data from the present study reported that subjects who participated for a longer time in the water aerobics training protocol had no additional hemodynamic and sleep quality benefits compared to volunteers with shorter duration groups (<6 months).
RESUMEN
Resumo O presente trabalho analisa os processos e conteúdos representacionais de alunos em formação docente em uma instituição pública do Estado do Pará com relação à Educação do Campo. Para isso, foram realizadas 19 entrevistas com alunos de diversos campi dessa formação. Uma análise de conteúdo informatizada de tais entrevistas com o software ALCESTE(r) revelou quatro classes de discursos, uma delas especificamente ligada ao tema "Educação do Campo". A representação social da Educação do Campo para esse grupo de licenciados organiza-se em torno da dicotomia campo-cidade. Essa dicotomia se estende para todos os aspectos da formação, tanto em termos de conteúdo como em termos de didática. Foi possível ainda identificar os processos de objetivação e ancoragem que estão na gênese da representação social da Educação do Campo.
Resumen Este trabajo analiza los procesos y contenidos de representación de los estudiantes de formación docente en una institución pública del Estado de Pará, Brasil, sobre la Educación Rural. Para ello, llevamos a cabo 19 entrevistas con estudiantes de diversos planteles de dicha formación. Un análisis de contenido informático de estas entrevistas con software ALCESTE(r) reveló cuatro clases de discursos, vinculadas a los temas: Contexto; Educación Rural; Aprendizaje; y Experiencia. La representación social de la Educación Rural para este grupo de graduados se organiza en torno a la dicotomía rural-urbana. Esta dicotomía se extiende a todos los aspectos de la formación, tanto en contenido como en cuanto a la enseñanza. También fue posible identificar los procesos de objetivación y de anclaje que son la génesis de la representación social de la educación rural.
Abstract This paper analyzes the representational processes and contents of students enrolled in a teacher education course in a public institution in Pará State, Brazil, regarding Rural Education. A set of 19 interviews were carried out with students from various campuses offering this course. A computerized content analysis of interviews made with the software ALCESTE(c) revealed four classes of discourse, one of them specifically linked to the theme "Rural Education". The social representation of Rural Education for this group of students is organized around the rural-urban dichotomy. This dichotomy extends to all aspects of training, both in terms of content and in terms of teaching. It was also possible to identify the processes of objectification and anchoring which are in the genesis of social representation of Rural Education.