Prosocial behavior in children involved in peer violence.

INTRODUCTION: Peer violence is a serious type of school violence that is associated with emotional and behavioral problems. OBJECTIVE: To analyze violence between peers associated with students' social skills. METHODS: We used a cross sectional survey nested in a cluster randomized controlled trial to evaluate peer violence among elementary school students and its association with prosocial behaviors and mental problems. Teachers answered an adapted version of the Revised Olweus Bully/Victim Questionnaire and the Brazilian adaptation of the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) scale for each student. Children completed a sociodemographic questionnaire. The participants were 1,152 5-14-year-old children from Brazilian public schools; 79.70% reported being involved in violent situations. RESULTS: Children who had both committed and suffered violence were less likely to exhibit prosocial behaviors. Children who committed and suffered violence and those who only committed were more likely to experience concentration problems and disruptive behaviors. DISCUSSION: This study suggests that peer violence is associated with lower prosocial behaviors and more behavioral problems. Thus, more specialized mental health care is required for children involved in peer violence, in addition to the possibility of implementing and maintaining programs to prevent and reduce violence and to develop prosocial behaviors in schools.

Distinct mental health profiles in children with Developmental Coordination Disorder: A latent class analysis and associations.

BACKGROUND: Children with Developmental Coordination Disorder (DCD) show indications for mental health problems. However, these problems are poorly understood. AIMS: To identify patterns (profiles) of mental health in this population and to analyze the associations between profiles and child characteristics. METHODS AND PROCEDURES: Parents of 119 children with DCD completed the Strengths and Difficulties Questionnaire. OUTCOMES AND RESULTS: Results indicated that a four latent class was the best model. Profile 1 was defined as "no" mental health problems (n = 28; 24 %), Profile 2 was defined as "hyperactivity" problems (n = 53; 43.3 %), for clinical indications for hyperactivity, Profile 3 was defined as "internalizing" problems (n = 8; 7.3 %), for clinical indications for emotional symptoms and peer problems, and Profile 4 was defined as "internalizing and externalizing problems" (n = 30; 25.4 %), for clinical indications for problems in both areas. In addition, having a co-occurring disorder, accommodation plans, and using medications were associated with the profiles. CONCLUSIONS AND IMPLICATIONS: There are distinct and unique profiles that children with DCD exhibit. Clinicians can use these profiles to better understand the presentation of mental health symptoms in this population and provide adequate services or support if mental health difficulties are present.

The Impact of Parkinson's Disease on General and Specific Motor Aptitudes: A Study of Older Brazilian Adults.

This study investigated motor aptitude in older adults with and without Parkinson's disease (PD) to further specify known motor-related changes of PD. We divided 671 older adults (23.5% male; Mage = 69.6, SD = 6.6 years) into a Parkinson's Disease Group (PDG) and a non-Parkinson's Disease Group (NPG) and assessed their general motor aptitude (GMA) and their specific motor aptitudes (in Coordinative, Proprioceptive, and Perceptive domains) using the Motor Scale for Older Adults. We used the chi-squared tests and logistic regression to identify and affirm an associations between PD and motor aptitude, we found that most adults without PD showed normal motor aptitude (GMA: 80.7%; Proprioceptive: 82.3%; Perceptive: 81.4%) except for the Coordinative skills, for which 56.4% of these participants had motor impairment. Most partipants with PD showed motor impairments (GMA: 94.7%; Coordinative: 97.4%; Proprioceptive: 97.4%), except in the Perceptive domain, for which 68.4% of participants with PD showed normal aptitude. There were significant associations between PD and GMA (OR = 127.6), Coordinative motor skills (OR = 48.0), and Proprioceptive skills (OR = 204.4), even after the model was adjusted for gender and age. Our use of the Motor Scale for Older Adults in contrasting groups of older Brazilian adults provides further specificity to the motor aptitude characteristics of older adults with PD.

Effectiveness of the Elos 2.0 prevention programme for the reduction of problem behaviours and promotion of social skills in schoolchildren: study protocol for a cluster-randomized controlled trial.

BACKGROUND: Early interventions benefit the mental health, academic performance and productivity of children and adolescents throughout their life. The present study protocol will evaluate the effectiveness of the Elos 2.0 Programme, which is a version adapted for Brazil by the Ministry of Health, in reducing problem behaviours (e.g., disruptiveness, aggressivity and shyness) and promoting social skills in the school context in children 6 to 10 years of age. The Elos Programme is based on the Good Behaviour Game, which is widely used and prevents and/or reduces students' disruptive behaviours by establishing cooperation contingencies. METHOD: A cluster-randomized controlled trial will be performed in 30 schools in three cities (15 controls and 15 in the experimental group), with a total of 3800 children participating in the test (1900 in the control group and 1900 in the intervention group). Data will be collected by having teachers in the control and experimental classes complete the Teacher Observation of Classroom Adaptation (TOCA) questionnaire, which is an instrument used to observe children's behaviour in the classroom. We will collect data before and after the intervention period in the same year. Due to the hierarchical structure of the data, multilevel analysis will be performed to detect simultaneous differences in prevalence over time and across groups to control for sociodemographic variables. DISCUSSION: The current study will examine the effectiveness of the Elos 2.0 Programme in reducing problem behaviours (e.g., disruptiveness, aggressivity and shyness) and promoting social skills in the school context. The findings of this school-based prevention programme for children will influence the development and implementation of similar programmes for schools and educational policymakers by identifying mechanisms that are central to achieving positive outcomes for participants. TRIAL REGISTRATION: Registry of Clinical Trials of the Ministry of Health RBR-86c6jp . Registered February 2, 2019.

Maternal Pregnancy Intention and Developmental Outcomes in Brazilian Preschool-Aged Children.

OBJECTIVE: This study aims to characterize the association between maternal pregnancy intention and socioemotional developmental outcomes in a Brazilian sample of preschool-aged children. METHODS: Data from children aged 4 to 5 years and their primary caregivers in Embu das Artes, a Brazilian municipality in the state of São Paulo, were collected in 2016. Maternal pregnancy intention was defined as intended or unintended, which was then further stratified as mistimed or unwanted. Outcomes included socioemotional developmental delay, internalizing and externalizing behaviors, and school readiness. We estimated risk ratios (RRs) for unadjusted and inverse-probability-weighted regression adjustment (IPWRA) analyses using 2-level (intended vs unintended) and 3-level (intended vs mistimed vs unwanted) exposure definitions. RESULTS: Of 1,034 total mothers, 40.7% reported their pregnancy as intended, 46.0% as mistimed, and 13.4% as unwanted. In both unadjusted and IPWRA analyses comparing intended and unintended pregnancies, all associations failed to reach statistical significance. In the IPWRA analysis using the 3-level exposure definition, unwanted pregnancies were associated with higher risk of socioemotional developmental delay (RR = 1.14; 95% confidence interval [CI], 1.01-1.28) and co-occurring internalizing and externalizing behaviors (RR = 1.11, 95% CI, 1.00-1.22), compared with intended pregnancies. CONCLUSION: There was higher risk of poor child outcomes among unwanted compared with intended pregnancies, whereas mistimed pregnancies were not associated with poor outcomes. Further research using standardized definitions of pregnancy intention along with targeted interventions that increase access to family planning services and counseling for parents of children born after unintended pregnancies is needed.

An epidemiological study of childhood development in an urban setting in Brazil.

OBJECTIVE: Mental illness is an important public health concern, often starting early in life and particularly impacting children from low-and middle-income countries. Our aims were to 1) determine, in a representative sample of public preschool 4- to 5-year old children in Brazil, the prevalence of internalizing and externalizing disorders and socioemotional development delays; and 2) to identify modifiable risk factors associated with mental, behavioral, or developmental disorders (MBDD), such as microsystem (i.e., parent-child relationship), mesosystem (social support), and macrosystem contextual factors (neighborhood disadvantage). METHODS: A random sample of public preschool children was recruited in the city of Embu das Artes (São Paulo metropolitan area) (n=1,292 from 30 public preschools). Six-month prevalence of MBDD was measured using the Child Behavior Checklist (CBCL) and the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE). RESULTS: Six-month prevalence estimates were 25.4% for internalizing disorders, 12.1% for externalizing disorders, and 30.3% for socioemotional development delays. MBDD prevalence estimates were higher in families with stressful relationships and parental depression or anxiety, and in families with lower social capital. CONCLUSION: At least 25% of preschool children living in an urban area in Brazil presented a mental health disorder. These mental disorder were associated with modifiable factors such as stressful family relationships and lower social capital. Prevention and intervention measures such as family therapy are needed to decrease such high prevalence.

Maternal cigarette use during pregnancy and school readiness: An analysis of preschool age children in São Paulo, Brazil.

BACKGROUND: Barriers to early childhood development (ECD) are a global concern. Limited research exists on prenatal smoking and ECD in vulnerable populations, especially as it relates to school readiness (SR). AIMS: To examine how maternal cigarette use during pregnancy is associated with SR in a sample of Brazilian preschool-age children. STUDY DESIGN: We used the Brazilian Preschool Mental Health Study, a cross-sectional, epidemiological study of preschool-age children in Embu das Artes, São Paulo. SR was assessed using the Engle Scale of Child Development (ESCD). We restricted analyses to biological mothers, who represented 81.9% (n = 591) of the total 722 with ESCD data. Logistic regression models, adjusting for birth and child characteristics (year of preschool, sex, race, history of head trauma, coma, convulsions or epilepsy), sociodemographic factors and school environment, were used to estimate odds ratios and 95% confidence intervals. RESULTS: Prenatal smoking was negatively associated with SR. Children of mothers who smoked during pregnancy were more likely to be in the lowest ESCD quartile (aOR = 1.26, 95%CI: [1.02-1.55]) compared to those of non-smoking mothers, and each cigarette resulted in additional risk (aOR = 1.03, 95%CI:[1.01-1.05]). Children of heavy smokers had worse ESCD scores compared to children of non-smokers (aOR = 1.69, 95%CI:[1.18-2.44]), as well as when compared to children of moderate and non-smokers combined (aOR = 1.77, 95%CI:[1.22-2.57]). This relationship was not seen when comparing children of moderate smokers to children of non-smokers. Inferences were robust when examining very heavy smoking. CONCLUSION: Maternal tobacco use during pregnancy may affect child SR. Additional studies in other populations are needed to corroborate these results.

Saneamento básico inadequado impacta no desenvolvimento infantil / Inadequate sanitation impacts child development

O objetivo desta pesquisa foi avaliar o desenvolvimento motor de pré-escolares, associando o impacto das condições socioambientais no desenvolvimento motor. Foram avaliadas 342 crianças entre três e quatro anos de idade (36 a 57 meses) de duas regiões distintas: 203 escolares em uma cidade do sul do Brasil e 139 em um município nordestino. O protocolo utilizado para identificar as disfunções motoras (dispraxias) nas áreas da coordenação (fina e global); propriocepção (equilíbrio e esquema corporal); e percepção (organização espacial e temporal) foi a Escala de Desenvolvimento Motor ­ EDM. Os dados relacionados ao saneamento básico foram extraídos de documentos oficiais reconhecidos nacionalmente. Foram encontradas diferenças significativas no desenvolvimento das crianças entre os dois municípios. Os resultados mostram maior prevalência de transtornos motores no município do nordeste, totalizando 40 crianças (28,8%); enquanto no Sul, 26 crianças (12,8%) apresentaram déficits. Todos os dados que se referem ao saneamento básico e índices sociais, encontrados na literatura específica, foram inferiores na cidade nordestina quando comparados ao município da região sul. O presente estudo mostra que carências nas condições socioambientais podem impactar negativamente o desenvolvimento motor de pré-escolares, aumentando a prevalência das dispraxias.

The aim of this research was to assess the motor development in preschoolers, associating the impact of socio-environmental conditions in motor development. A total of 342 children between the ages of 3 and 4 years (36 to 57 months) from two distinct parts of Brazil participated in the study: 203 from a city in the south of Brazil and 139 in a northeast city. The tool used to identify motor dysfunction (dyspraxia) in motor coordination (fine and global), proprioception (balance and body scheme), and perception (spatial and temporal organization) was the Motor Development Scale - MDS. Data related to basic sanitation were extracted from official documents. Significant differences were found between children in the two cities. Results show a higher prevalence of motor dysfunction in the northeast city (total of 40 children - 28.8%), while in the south, 26 children (12.8%) had deficits. All data referring to basic sanitation and social indexes, found in the specific literature, were lower in the northeastern city when compared to the city of the southern region. The present study shows that deficiencies in social and environmental conditions can negatively impact motor development of preschoolers, increasing the prevalence of dyspraxia.

Comportamentos de professores e alunos: descrições e comparações / Behaviors of teachers and students: descriptions and comparisons / Comportamientos de profesores y alumnos: descripciones y comparaciones

Diante da escassez de estudos que operacionalizam e comparam os comportamentos que subsidiam as interações sociais entre docentes e alunos, objetivou-se descrever e comparar as práticas educativas de professores e os comportamentos das crianças. Foram controladas as variáveis relativas à escolaridade, sexo e indicadores clínicos para problemas de comportamentos. Participaram do estudo 283 crianças que foram avaliadas por 142 docentes, por meio de roteiro de entrevista e questionários. As interações sociais no ambiente escolar são influenciadas mutuamente e podem tanto promover a aquisição de habilidades sociais, como potencializar problemas de comportamento. Este estudo tende a auxiliar programas interventivos com docentes em prol do desenvolvimento infantil

In face of the lack of studies that operationalize and compare the behaviors that subsidize the social interactions between teachers and students, the objective of this study was to describe and compare educational practices of teachers and children's behaviors. Variables related to schooling, sex and clinical indicators to behavior problems were controlled. The study involved 283 children that were evaluated by 142 teachers through an interview script and questionnaires. Social interactions in the school environment are mutually influenced and can either promote the acquisition of social abilities or potentialize behavior problems. This study tends to assist interventionist programs with teachers in favor of child development

Delante de la escasez de estudios que hacen operativosy comparan los comportamientos que subsidian las interacciones sociales entre docentes y alumnos, se ha objetivado describir y comparar las prácticas educativas de profesores y los comportamientos de los niños. Fueron controladas las variables relativas a la escolaridad, sexo e indicadores clínicos para problemas de comportamientos. Han participado en el estudio 283 niños que fueron evaluados por 142 docentes por medio de un guión de entrevista y cuestionarios. Las interacciones sociales en el ambiente escolar son mutuamente influenciadas y pueden tanto promover la adquisición de capacidades sociales como potenciar problemas de comportamiento. Este estudio tiende a auxiliar programas de intervención con docentes en favor del desarrollo infantil

Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions / Interações Sociais entre Professores e Alunos: Um Estudo de Associações e Predições / Interacciones Sociales entre Profesores y Alumnos: Un Estudio de Asociaciones y Predicciones

Abstract Interactions between teachers and students impact children's academic and social learning. This study's objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children's social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children's development, but this requires planning.

Resumo Interações entre professores e alunos produzem impactos nas aprendizagens acadêmica e social das crianças. Este estudo objetivou identificar associações e predições entre variáveis de habilidades sociais educativas, práticas educativas negativas, problemas de comportamentos e habilidades sociais infantis de alunos diferenciados pela escolaridade, indicadores clínicos de problemas de comportamento e sexo. Participaram do estudo 283 crianças da rede pública de ensino e seus professores que responderam a questionários e participaram de entrevista semiestruturada. Conduziram-se análises estatísticas de correlação e regressão. Em todos os grupos houve correlações positivas entre habilidades sociais educativas e infantis e práticas educativas negativas e problemas de comportamento. Para pré-escolares, as queixas de problemas e as habilidades sociais apresentaram valores preditivos. Para escolares, as variáveis supracitadas, somadas às práticas educativas positivas e negativas, indicaram valores preditivos. Conclui-se que professores podem atuar como fator protetivo ao desenvolvimento infantil, o que requer planejamento.

Resumen Interacciones entre profesores y alumnos producen impactos en los aprendizajes académicos y sociales de los niños. El objetivo de este estudio fue identificar asociaciones y predicciones entre variables de habilidades sociales educativas, prácticas educativas negativas, problemas conductuales y habilidades sociales infantiles, de alumnos diferenciados por la escolaridad, indicadores clínicos de problemas conductuales y sexo. Participaron del estudio 283 niños y sus profesores, de la red pública de enseñanza, que contestaron cuestionarios y participaron de entrevista semiestructurada. Se llevaron a cabo análisis estadísticos de correlación y regresión. En todos los grupos, fueron encontradas correlaciones positivas entre habilidades sociales educativas y infantiles y prácticas educativas negativas y problemas conductuales. Para preescolares, las quejas de problemas y las habilidades sociales presentaron valores predictivos. Para escolares, estas variables, sumadas a las prácticas educativas positivas y negativas, indicaron valores predictivos. Se concluye que profesores pueden actuar como factor protector al desarrollo, lo que demanda planeamiento.

Comparações entre práticas educativas de professores, habilidades sociais e problemas de comportamento de alunos / Comparisons between teachers’ educational practices, social skills and students’ problem behavior / Comparaciones entre prácticas educativas de profesores, habilidades sociales y conducta problema de alumnos

As interações sociais que ocorrem no ambiente escolar podem favorecer ouprejudicar o desenvolvimento acadêmico e comportamental. Objetivou-se neste estudo comparar práticas educativas de professores ecomportamentos infantis, de crianças diferenciadas por indicadoresdiagnósticos de problemas de comportamento (grupos clínicos e não clínicos para problemas de comportamento), pela escolaridade (pré-escolares e escolares) e sexo. A amostra foi composta por 283 crianças e seus professores da rede pública de ensino, que responderam questionários e entrevista semiestruturada. Foram conduzidas análises estatísticas: testes tde Student e Qui-quadrado. Notou-se que professores tendem a ser menoshabilidosos e mais punitivos com meninos, escolares, e crianças clínicas para problemas de comportamento. Meninas e crianças não clínicas paraproblemas de comportamento apresentam maiores médias de habilidades sociais e menores escores de problemas comportamentais. (AU)

The social interactions that occur in the school environment can favor or harm the academic and behavioral development. The objective of this studywas to compare teachers’ educational practices and infant behaviors of children differentiated by diagnostics indicators of behavior problems (clinical and non-clinical groups to behavior problems), by schooling (preschoolers and schoolchildren) and sex. The sample comprised 283 children and their public schools teachers, that answered questionnaires andsemi-structured interview. Statistical analyses were conducted: Student t and Chi-square tests. It was noted that teachers tend to be less skilled andmore punitive with boys, schoolchildren and clinical children to behavior problems. Girls and non-clinical children to behavior problems present higheraverage of social skills and less scores of behavioral problems. (AU)

Las interaciones sociales que ocurren en el ambiente escolar pueden favorecer o perjudicar el desenvolvimiento académico y comportamental. Se ha objetivado en este estudio comparar prácticas educativas de profesores y comportamientos infantiles de niños diferenciados por indicadores diagnósticos de problemas conductuales (grupos clínicos y no clínicos paraproblemas conductuales), por la escolaridad (preescolares y escolares) ysexo. La muestra fue compuesta por 283 niños y sus profesores de la redpública de enseñanza, que respondieron cuestionarios y entrevista semiestructurada. Fueron efectuados análisis estadísticos: tests t de Student yChi-cuadrado. Se ha notado que profesores tienden a ser menos hábiles y más punitivos con chicos, escolares y niños clínicos para problemas conductuales. Chicas y niños no clínicos para problemas conductuales presentan mayores medias de habilidades sociales y menores escores de problemas conductuales. (AU)

Comparações entre práticas educativas de professores, habilidades sociais e problemas de comportamento de alunos / Comparisons between teachers’ educational practices, social skills and students’ problem behavior / Comparaciones entre prácticas educativas de profesores, habilidades sociales y conducta problema de alumnos

As interações sociais que ocorrem no ambiente escolar podem favorecer ou prejudicar o desenvolvimento acadêmico e comportamental. Objetivou-se neste estudo comparar práticas educativas de professores e comportamentos infantis, de crianças diferenciadas por indicadores diagnósticos de problemas de comportamento (grupos clínicos e não clínicos para problemas de comportamento), pela escolaridade (pré-escolares e escolares) e sexo. A amostra foi composta por 283 crianças e seus professores da rede pública de ensino, que responderam questionários e entrevista semiestruturada. Foram conduzidas análises estatísticas: testes tde Student e Qui-quadrado. Notou-se que professores tendem a ser menos habilidosos e mais punitivos com meninos, escolares, e crianças clínicas para problemas de comportamento. Meninas e crianças não clínicas para problemas de comportamento apresentam maiores médias de habilidades sociais e menores escores de problemas comportamentais.

The social interactions that occur in the school environment can favor or harm the academic and behavioral development. The objective of this study was to compare teachers’ educational practices and infant behaviors of children differentiated by diagnostics indicators of behavior problems (clinical and non-clinical groups to behavior problems), by schooling (preschoolers and schoolchildren) and sex. The sample comprised 283 children and their public schools teachers, that answered questionnaires andsemi-structured interview. Statistical analyses were conducted: Student t and Chi-square tests. It was noted that teachers tend to be less skilled andmore punitive with boys, schoolchildren and clinical children to behavior problems. Girls and non-clinical children to behavior problems present higheraverage of social skills and less scores of behavioral problems.

Las interaciones sociales que ocurren en el ambiente escolar pueden favorecer o perjudicar el desenvolvimiento académico y comportamental. Se ha objetivado en este estudio comparar prácticas educativas de profesores y comportamientos infantiles de niños diferenciados por indicadores diagnósticos de problemas conductuales (grupos clínicos y no clínicos para problemas conductuales), por la escolaridad (preescolares y escolares) ysexo. La muestra fue compuesta por 283 niños y sus profesores de la redpública de enseñanza, que respondieron cuestionarios y entrevista semiestructurada. Fueron efectuados análisis estadísticos: tests t de Student yChi-cuadrado. Se ha notado que profesores tienden a ser menos hábiles y más punitivos con chicos, escolares y niños clínicos para problemas conductuales. Chicas y niños no clínicos para problemas conductuales presentan mayores medias de habilidades sociales y menores escores de problemas conductuales.

Análise das queixas da rede municipal encaminhadas para a Educação Especial / Analysis of complaints of municipal directed network submitted to special education / Análisis de las quejas de la red municipal encaminadas para la Educación Especial

O Atendimento Educacional Especializado (AEE), em parceria com as escolas públicas, objetiva complementar a aprendizagem de alunos com deficiência, no contraturno da escola comum. Esta pesquisa objetivou descrever e analisar o conteúdo dos encaminhamentos dos professores das escolas públicas para o AEE, categorizando-o de acordo com o sexo, idade, diagnóstico de deficiência, problemas de comportamento externalizante e internalizante, dificuldade de aprendizagem e outros. Para tal contatou-se uma instituição que oferece o AEE em um município do interior paulista e foram analisados 92 encaminhamentos de crianças do ensino infantil. Os resultados demostram que a maior parte dos atendimentos realizados pelo AEE destina-se a crianças que não possuem diagnóstico de deficiência. Além disso, 69% das queixas referem-se a problemas de comportamento externalizantes. A partir de tais dados discute-se sobre práticas educativas de professores e alternativas de atendimento para alunos com ou sem deficiência que apresentam dificuldades no processo de ensino-aprendizagem.(AU)

The Atendimento Educacional Especializado (AEE), in partnership with public schools, aims complementary disabled student learning in the comum school, in turn against. This study aimed to describe and analyze the contents of the referrals of teachers in public schools to the AEE, categorizing them according to sex, age, disability diagnosis, behavior problems externalizing and internalizing, disabilities learning, and others. Was contacted an institution that offers the AEE, in an interior city of São Paulo, to describe and analyze 92 referrals of children of kindergarten. The results show that most of the services performed by the AEE intended for children that do not have disabilities. In addition, 69 % of the complaints relate to externalizing behavior problems. From these data we discuss about educational practices of teachers, and alternative care for patients, whether or not students with disabilities, who have difficulties in the learning process.(AU)

La Atención Educacional Especializada (AEE), en conjunto con las escuelas públicas, tiene como objetivo complementar el aprendizaje de alumnos con deficiencia, en el contra-horario de la escuela común. Esta investigación tiene el objetivo describir y analizar el contenido de los encaminamientos de los profesores de las escuelas públicas para el AEE, categorizándolo de acuerdo con el sexo, edad, diagnóstico de deficiencia, problemas de comportamiento exterior e interior, dificultad de aprendizaje y otros. Para eso se contactó una institución que ofrece el AEE en un municipio del interior paulista y se analizaron 92 encaminamientos de niños de la enseñanza infantil. Los resultados demostraron que la mayor parte de los atendimientos realizados por el AEE se destina a niños que no poseen diagnóstico de deficiencia. Además de eso, el 69% de las quejas se refieren a problemas de comportamiento externalizados. A partir de esos datos se discute sobre prácticas educativas de profesores y alternativas de atención para alumnos con o sin deficiencia que presentan dificultades en el proceso de enseñanza-aprendizaje.(AU)

Análise das queixas da rede municipal encaminhadas para a educação especial / Analysis of complaints of municipal directed network submitted to special education / Análisis de las quejas de la red municipal encaminadas para la educación especial

O Atendimento Educacional Especializado (AEE), em parceria com as escolas públicas, objetiva complementar a aprendizagem de alunos com deficiência, no contraturno da escola comum. Esta pesquisa objetivou descrever e analisar o conteúdo dos encaminhamentos dos professores das escolas públicas para o AEE, categorizando-o de acordo com o sexo, idade, diagnóstico de deficiência, problemas de comportamento externalizante e internalizante, dificuldade de aprendizagem e outros. Para tal contatou-se uma instituição que oferece o AEE em um município do interior paulista e foram analisados 92 encaminhamentos de crianças do ensino infantil. Os resultados demonstram que a maior parte dos atendimentos realizados pelo AEE destina-se a crianças que não possuem diagnóstico de deficiência. Além disso, 69% das queixas referem-se a problemas de comportamento externalizantes. A partir de tais dados discute-se sobre práticas educativas de professores e alternativas de atendimento para alunos com ou sem deficiência que apresentam dificuldades no processo de ensino-aprendizagem.

The Atendimento Educacional Especializado (AEE), in partnership with public schools, aims complementary disabled student learning in the comum school, in turn against. This study aimed to describe and analyze the contents of the referrals of teachers in public schools to the AEE, categorizing them according to sex, age, disability diagnosis, behavior problems externalizing and internalizing, disabilities learning, and others. Was contacted an institution that offers the AEE, in an interior city of São Paulo, to describe and analyze 92 referrals of children of kindergarten. The results show that most of the services performed by the AEE intended for children that do not have disabilities. In addition, 69 % of the complaints relate to externalizing behavior problems. From these data we discuss about educational practices of teachers, and alternative care for patients, whether or not students with disabilities, who have difficulties in the learning process.

La Atención Educacional Especializada (AEE), en conjunto con las escuelas públicas, tiene como objetivo complementar el aprendizaje de alumnos con deficiencia, en el contra-horario de la escuela común. Esta investigación tiene el objetivo describir y analizar el contenido de los encaminamientos de los profesores de las escuelas públicas para el AEE, categorizándolo de acuerdo con el sexo, edad, diagnóstico de deficiencia, problemas de comportamiento exterior e interior, dificultad de aprendizaje y otros. Para eso se contactó una institución que ofrece el AEE en un municipio del interior paulista y se analizaron 92 encaminamientos de niños de la enseñanza infantil. Los resultados demostraron que la mayor parte de los atendimientos realizados por el AEE se destina a niños que no poseen diagnóstico de deficiencia. Además de eso, el 69% de las quejas se refieren a problemas de comportamiento externalizados. A partir de esos datos se discute sobre prácticas educativas de profesores y alternativas de atención para alumnos con o sin deficiencia que presentan dificultades en el proceso de enseñanza-aprendizaje.