Children's Perceptions of the Ontario Student Nutrition Program (OSNP) in Southwestern Ontario, Canada.

Purpose: This study aimed to explore children's lived experiences with the Ontario Student Nutrition Program (OSNP), a free, school-based snack program implemented in elementary schools in Southwestern, Ontario, Canada, to gain insights into future school food programs (SFP).Methods: Focus group discussions (n=17) were conducted with 105 children in Grades 5 to 8 in seven elementary schools. Focus groups were audio-recorded, transcribed, and coded for themes using inductive content analysis.Results: Overall, children appreciated the OSNP and felt that it filled a need in students. Children also reported a willingness to try novel food items. For future SFPs, participants recommended that input be sought from children to ensure food preferences were considered. Children also discussed wanting more appealing food offerings that may include some choice. Finally, children also mentioned wanting a fair and equitable distribution of food in classrooms.Conclusions: Children appreciated the OSNP and reported benefits to themselves and their peers. They also provided some valuable recommendations for future SFPs. If a nationally funded SFP is to be considered in Canada, children expressed the need to make the program equitable, while still allowing schools the flexibility to meet their unique needs and preferences.

Impact of COVID-19 School-Related Policies in Ontario on Parents' School Lunch Packing Habits.

Purpose: COVID-19 has disrupted the daily routines of many Canadian families. In Ontario, provincially mandated public health measures have resulted in significant changes to school policies, including those related to food. The impact of COVID-19 related school food policies on parental lunch packing habits is unknown; therefore, this study investigated how school-related COVID-19 policies have impacted parental school lunch packing habits.Methods: Parents (N = 287) of school-aged children were recruited from parent-specific Facebook groups across Ontario, Canada, to complete an online survey regarding lunch packing habits. This survey was developed based on findings from a previously conducted scoping review. Open-ended survey responses were inductively analyzed.Results: Three over-arching themes were constructed: (1) Food Programs and COVID-19; (2) Schedule Changes; and (3) School Policy Changes. Parents explained that the cancellation or modification of food programs at schools, changes to the length of time children are given to eat at school, and removal of access to microwaves, garbage cans, and teacher assistance during lunch have forced parents to change their lunch packing habits.Conclusion: Findings from this study demonstrate a need for better support to help ease the burden parents experience when packing their child's school lunch, during an already extremely stressful time.

Impact of COVID-19 Public Health Protocols on Teachers Instructing Children and Adolescents During an In-Person Simulation.

Objective: As a result of the COVID-19 pandemic, public health agencies and school boards across Canada enacted new protocols, including face masks, physical distancing and enhanced hygiene, to support the safe reopening of in-person school. This study explored the experiences and perceptions of teachers instructing children and adolescents in person during a two-day school simulation. Method: This study was part of a large school simulation exercise conducted in Toronto, Ontario. Kindergarten to grade 12 teachers taught in classrooms with either masked students, or students who were un-masked or only masked when physical distancing was not possible. A qualitative descriptive phenomenology approach was utilized, and data were collected via virtual focus groups. Qualitative data analysis involved multiple rounds of inductive coding to generate themes. Results: The sample included 14 teachers (92.9% female; 85.7% White), with a median of 9.5 years teaching experience. Three primary themes emerged: 1) learning to navigate public health measures, 2) needing to adapt teaching strategies and 3) striving to manage conflicting priorities. The majority of teachers reported that mask-wearing and physical distancing impacted their classroom teaching, communication and connection with students. Conclusions: As schools transition to in-person instruction, teachers will be required to play dual roles in education and public health, with implications on safety, teaching and professional identity. Public health agencies and school boards are encouraged to engage teachers in ongoing conversations regarding in-person school planning and operations. Furthermore, evidence-based interventions, including increased teaching development programs, are recommended to support teachers during the COVID-19 pandemic.

Objectif: Conséquemment à la pandémie de la COVID-19, les organismes de santé publique et les conseils scolaires de tout le Canada ont mis en œuvre de nouveaux protocoles, notamment des masques, une distanciation physique et une hygiène accrue, afin de soutenir la réouverture prudente de l'école en personne. La présente étude a exploré les expériences et les perceptions des professeurs instruisant les enfants et les adolescents en personne durant une simulation scolaire de deux jours. Méthode: La présente étude faisait partie d'un grand exercice de simulation scolaire mené à Toronto, Ontario. Les professeurs de la maternelle à la 12e année enseignaient dans des classes où les élèves étaient soit masqués, soit non masqués, soit seulement masqués quand la distanciation physique n'était pas possible. Une approche de phénoménologie qualitative descriptive a été utilisée, et les données ont été recueillies par des groupes de discussion virtuels. L'analyse des données qualitatives impliquait de multiples rondes de codage inductif pour générer des thèmes. Résultats: L'échantillon comportait 14 professeurs (92,9 % de sexe féminin; 85,7 % Blancs), avec une moyenne de 9,5 années d'expérience d'enseignement. Trois principaux thèmes ont émergé : 1) apprendre à naviguer les mesures de santé publique, 2) la nécessité d'adapter les stratégies d'enseignement et 3) s'efforcer de gérer les priorités conflictuelles. La majorité des professeurs a déclaré que le port du masque et la distanciation physique influaient sur leur enseignement en classe, sur la communication et la connexion avec les élèves. Conclusions: Tandis que les écoles font la transition à l'enseignement en personne, les professeurs devront assumer des doubles rôles en éducation et en santé publique, impliquant la sécurité, l'enseignement et l'identité professionnelle. Les organismes de santé publique et les conseils scolaires sont invités à faire participer les professeurs à des conversations actuelles relativement à la planification et aux activités de l'école en personne. En outre, les interventions fondées sur des données probantes, notamment les programmes accrus de développement de l'enseignement, sont recommandées pour soutenir les professeurs durant la pandémie de la COVID-19.

A formação de opinião política entre estudantes do ensino médio de guarulhos-sp / Political opinion formation among secondary education students in guarulhos / La formación de opinión política entre los estudiantes de educación media de guarulhos / La formation d'opinion politique chez des lycéens a guarulhos

Resumo Este artigo visa a compreender o posicionamento político e a formação de opinião dos jovens a partir da aplicação de um survey junto aos estudantes de escolas públicas do município de Guarulhos, São Paulo. Por meio de análises descritivas e modelos de regressão logística, buscou-se identificar os determinantes de uma posição mais progressista ou mais conversadora em relação a diferentes temas políticos, considerando características socioeconômicas e relacionais. Os resultados mostram que a proximidade com a família, com determinadas denominações religiosas ou com o grupo de pares pode influenciar na formação de opinião. Da mesma forma, a questão de gênero e a autoidentificação como pobre e de periferia exercem influência importante no posicionamento em questões políticas relativas a esses grupos.

Abstract This article aims to understand youths' political positions and opinion formation based on a survey with students in public schools in the municipality of Guarulhos, Brazil. We used descriptive analysis and logistic regression models to identify the determinants of a more progressive or conservative position on different political issues, considering socio-economic and relational characteristics. The results show that closeness to family, to certain religious denominations or to the group of peers can influence opinion formation. Likewise, the gender issue and self-identification as a poor person from a deprived neighborhood have a significant influence on youths' positions on political issues related with these groups.

Resumen El artículo intenta comprender la posición política y la formación de opinión de los jóvenes, a partir de la aplicación de una encuesta junto a los estudiantes de escuelas públicas del municipio de Guarulhos, Brasil. Por medio de análisis descriptivos y modelos de regresión logística, se trató de identificar los determinantes de una posición más progresista o más conservadora em relación con distintos temas políticos, considerando características socioeconómicas y relacionales. Los resultados muestran que la proximidad con la familia, con determinadas denominaciones religiosas o con el grupo de pares puede influenciar la formación de opinión. De la misma forma, el tema de género y la autoidentificación como pobre y habitante de la periferia ejercen una importante influencia en la posición relativa a temas políticos en dichos grupos.

Résumé L'article vise comprendre le positionnement politique et la formation d'une opinion des jeunes à partir de l'application d'un survey auprès des étudiants d'écoles publiques de la municipalité de Guarulhos, Brésil. Par moyen des analyses descriptives et des modèles de régression logistique on a cherché à identifier les déterminants d'une position plus progressiste ou plus conservatrice par rapport à différents thèmes politiques, prenant en compte des caractéristiques socioéconomiques et relationnelles. Les résultats montrent que la proximité avec la famille, avec quelques dénominations religieuses ou avec le groupe de pairs peut influencer dans la formation d'opinion. De la même façon, le genre et l'auto-identification comme pauvre et banlieusard exercent une influence importante dans le positionnement sur les questions politiques concernant ces groupes.

Hospitalidade e integração na arquitetura do comum nas sociabilidades escolares / Hospitalidad e integración en la arquitectura de lo común en las sociabilidades escolares / Hospitalité et intégration dans larchitecture du commun des sociabilites scolaires / Hospitality and integration in the making of the common in school sociability

Resumo O presente artigo parte de dados recolhidos de uma pesquisa centrada nas sociabilidades escolares, pretendendo-se, na esteira de uma sociologia dos envolvimentos e comunalidades, trazer à luz outros ângulos da justiça escolar e do fazer o comum na escola. É, concretamente, mobilizada uma técnica designada por questionário por cenários, em que, a partir de uma narrativa de carácter dilemático, pretende-se aceder aos sentidos morais evidenciados por alunos inquiridos. Analisamos em particular as inquietações em torno do respeito, reconhecimento, hospitalidade e decência trazidas à colação por esses atores nas interações e nos juízos críticos produzidos - juízos esses que transcendem leituras meramente feitas a partir dos dispositivos formais reguladores das condutas no espaço escolar.

Resumen El presente artículo parte de los datos recogidos de una pesquisa centrada en las sociabilidades escolares, pretendiéndose, en la huella de una sociología de las participaciones y comunidades, traer a la luz otros ángulos de la justicia escolar y del quehacer habitual en la escuela. Es, concretamente, movilizada una técnica designada por cuestionario por situaciones, en que, a partir de una narrativa de carácter dilemático, se pretende acceder a los sentidos morales evidenciados por alumnos inquiridos. Analizamos en particular las preocupaciones en torno del respeto, reconocimiento, hospitalidad y decencia planteadas por esos actores en las interacciones y en los juicios críticos producidos - juicios esos que transcienden lecturas meramente hechas a partir de los dispositivos formales reguladores de las conductas en el espacio escolar.

Résumé Cet article part des données d'une recherche axée sur les sociabilités scolaires. Dans le sillage d'une sociologie des engagements et des communalités, il s'agit de mettre en lumière d'autres aspects de la justice scolaire et du faire commun en milieu scolaire. Concrètement, à l'aide d'une technique denommée questionnaire par scénarios, à partir d'un récit à caractère dilemmatique, on vise à accéder aux significations morales mises en évidence par les étudiants interrogés. Nous analysons en particulier les préoccupations relatives au respect, à la reconnaissance, à l'hospitalité et à la décence soulevées par ces acteurs dans leurs interactions et leurs jugements critiques, jugements transcendant les lectures qui sont faites uniquement à partir des dispositifs formels régissant les conduites dans l'espace scolaire.

Abstract This article is based on data collected from a research project centred on school sociability, aiming, through a sociology of engagements and commonalities, to shed light on other angles of school justice and the making of the common in the school territory. Specifically, a technique termed scenario survey is mobilized, in which, based on a dilemmatic narrative, the intention is to access the moral meanings evidenced by the inquired students. We analysed particularly their inquietude around respect, recognition, hospitality and decency brought up by these actors in their interactions and critical judgments - judgments that transcend interpretations merely based on the formal governing devices of actor's conduct in the school space.

Autoavaliação e justiça social na avaliação das escolas em portugal / Self-evaluation and social justice on portugals schools evaluation / Autoevaluación y justicia social en la evaluación de las escuelas en portugal / Auto-évaluation et justice sociale dans lévaluation des écoles au portugal

Resumo Partindo da crença de que o envolvimento das escolas em processos de autoavaliação pode contribuir para que melhor se conheçam e, em função desse conhecimento, tomem decisões que contribuam para a concretização da justiça social, foi desenvolvido um estudo que analisou duas políticas de educação em Portugal justificadas por essa intenção e que exigem o recurso à autoavaliação. Os dados, recolhidos por entrevistas semi-directivas a diretores(as) de escolas, professores(as) de equipes de autoavaliação e ex-ministro da educação responsável pela lei de avaliação, permitem concluir que a autoavaliação, pelo conhecimento que fornece das situações vividas, pode apoiar práticas de justiça curricular promotoras de justiça social. No entanto, para isso, a autoavaliação não pode se esgotar na atenção a resultados obtidos em exames e em lógicas de performatividade.

Abstract Based on the belief that the involvement of schools in self-assessment processes allow them to better know each other and, based on this knowledge, make decisions that contribute to social justice, a study was developed focused on two education policies in Portugal, both justified in this intention and which require the use of self-evaluation. The data collected from semi-directive interviews with school principals, teachers, self-evaluation team coordinators and the ex-minister of education responsible for the evaluation law allows concluding that self-evaluation, due to the knowledge it provides from situations experienced and the effects generated, can support curricular justice practices that promote social justice. However, to do so, it must not be limited to the results obtained in national exams and on performative logic.

Resumen Partiendo de la creencia de que la involucración de las escuelas en procesos de autoevaluación puede contribuir para que estas se conozcan mejor y, en función de este conocimiento, tomen decisiones que contribuyan para la concreción de la justicia social, fue elaborado un estudio que analizó dos políticas de educación en Portugal justificadas en esta intención y que exigen el recurso de la autoevaluación. Los datos, recolectados mediante entrevistas semidirigidas con directores/as de escuelas, profesores/as de equipos de autoevaluación y un ex Ministro de Educación responsable por la ley de evaluación, permiten concluir que la autoevaluación, por los conocimientos que suministra de las situaciones vividas, puede apoyar a prácticas de justicia, en los planes de estudios, promotoras de la justicia social. Aun considerando esto, la finalidad propuesta no se debe agotar en la atención a resultados obtenidos en exámenes ni en lógicas de desempeño.

Résumé En partant de la conviction que l'implication des écoles dans les processus d'auto-évaluation peut les aider à mieux se connaître pour, prendre des décisions d´après ces constats qui contribuent à réaliser la justice sociale, une étude menée au Portugal a analysé deux politiques éducatives fondées sur ces conceptions qui ont recours à l'auto-évaluation. Les données récoltées à travers des entretiens semi-directifs auprès de directeurs d'école, de professeures des équipes d'auto-évaluation et de l'ancien ministre de l'Éducation chargé de la loi d'évaluation nous permettent de conclure que l'auto-évaluation, grâce aux connaissances qu'elle fournit sur les situations vécues, peut promouvoir les pratiques de justice en milieu scolaire favorisant la justice sociale. Néanmoins, pour cela, notre attention ne doit pas se limiter aux résultats obtenus dans les examens et aux logiques de performativité.

Educação e democracia: do risco de desarticulação a uma recomposição crítica / Education and democracy: from the risk of disarticulation to a critical recomposition / Educación y democracia: del riesgo de desarticulación a una recomposición crítica / éducation et démocratie: du risque de désarticulation à une recomposition critique

Resumo Retornando a um tema que é um clássico em teoria da educação, o presente artigo procura respostas fundamentadas para um problema atual: a erosão da relação entre educação e democracia e o risco de assistirmos, se nada for feito, a uma desarticulação de ambas nos contextos em que a neoliberalização levou mais longe a economização de esferas e atividades, incluindo as não diretamente económicas. Voltado para as instituições escolares, e partindo da análise criteriosa desse fenómeno, o artigo aponta para uma recomposição crítica do alinhamento entre educação e democracia, especificando o que isso implica no percurso educativo dos mais novos nas escolas realmente existentes.

Abstract Returning to a theme that is a classic in the theory of education, this article seeks grounded answers to a current problem: the erosion of the relationship between education and democracy and the risk of witnessing, if nothing is done, a disarticulation of both in the contexts where neoliberalization has taken economization of spheres and activities further, including those not directly economic. Focused on school institutions, and based on a careful analysis of this phenomenon, the article points to a critical recomposition of the alignment between education and democracy, specifying what this implies in the educational path of the youngest in the really existing schools.

Resumen Volviendo a un tema que es un clásico en la teoría de la educación, el presente artículo busca respuestas razonadas a un problema actual: la erosión de la relación entre educación y democracia y el riesgo de presenciar, si no se hace nada, una desarticulación de ambas en los contextos donde la neoliberalización ha llevado más lejos la economización de esferas y actividades, incluidas las que no son directamente económicas. Dirigido a las instituciones escolares y basado en un análisis cuidadoso de este fenómeno, el artículo señala una recomposición crítica del alineamiento entre educación y democracia especificando lo que esto implica en el itinerario educativo de los más jóvenes en las escuelas realmente existentes.

Résumé Revenant sur un thème qui est déjà un classique de la théorie de l'éducation, cet article cherche des réponses concrètes à un problème actuel : l'érosion de la liaison entre éducation et démocratie et le risque d'assister, si rien n'est fait, à leur désarticulation dans les contextes où la néolibéralisation a poussé plus loin l'économisation de sphères et d'activités, y compris celles qui ne sont pas directement économiques. Centré sur les institutions scolaires et basé sur une analyse approfondie de ce phénomène, l'article pointe une recomposition critique de l'alignement entre éducation et démocratie et precise les implications dans le parcours scolaire des plus jeunes dans les écoles réellement existantes.

Autism spectrum disorder: How can occupational therapists support schools?

BACKGROUND.: Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. PURPOSE.: The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. METHOD.: In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. FINDINGS.: School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. IMPLICATIONS.: A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.

O suicídio na era do espetáculo: a respeito dos massacres nas escolas / Suicide as part of the show: on school massacres / El suicidio en la era del espectáculo: sobre masacres escolares / Le suicide dans l'âge du spectacle: à propos des massacres dans les écoles

O texto aborda a problemática do suicídio a partir da aproximação conceituai entre o narcisismo e a segunda teoria pulsional, pulsão de vida e pulsão de morte. Procuramos aproximar a conduta suicida de comportamentos homicidas específicos, massacres em escolas em vários países, enquanto atitudes que aparentam ausência de fatores predisponentes religiosos ou ideológicos como causa ou justificativa para condutas extremamente cruéis. Consideramos estar vivendo em um momento social de intensa fragmentação, em que o coletivismo e o individualismo, em vez de se complementarem, tornam-se antagônicos. Em uma sociedade adversa, jovens confusos, com pais deslegitimados, buscam na espetaculização do ato uma forma de validação de sua existência. A ideia de diferenciar-se da massa, mesmo à custa da própria vida, narcisismo de morte em estado puro, encontra, nas mídias sociais, as razões de ser. O desejo de diferenciação, de deixar "neste mundo" a marca pessoal, aproxima o suicídio do homicídio midiático, seja pela transmissão do próprio ato suicida, seja por massacres que antecedem o ato de pôr fim à própria vida.

The text addresses the problem of suicide from a conceptual rapprochement between narcissism and the second drive theory, life drive and death drive. We seek to approximate suicidal conduct with specific homicidal behaviors: school massacres in various countries, as attitudes that appear to lack religious or ideological predisposing factors as the cause or justification for extremely cruel act. We consider ourselves to be living in a social moment of intense fragmentation where collectivism and individualism, instead of complementing each other, become antagonistic. In an adverse society, confused young people with disenfranchised parents seek in the making a show out of the act a way of validating their existence. To differ from the masses, even at the expense of their lives, death narcissism, in its pure state, finds its raison d'être on social media. The desire to differentiate, to leave an "imprint" in this world, brings suicide closer to news media homicide, either through the transmission of the suicidal act itself or through massacres that precede taking their own lives.

El texto aborda el problema del suicidio a partir de una aproximación conceptual entre narcisismo y la segunda teoría pulsional, la pulsión de la vida y la de la muerte. Buscamos aproximar la conducta suicida con comportamientos homicidas específicos: masacres en escuelas en varios países, como actitudes que parecen carecer de factores predisponentes religiosos o ideológicos como causa o justificación de una conducta extremadamente cruel. Consideramos que estamos viviendo en un momento social de intensa fragmentación donde el colectivismo y el individualismo, en lugar de complementarse, se vuelven antagónicos. En una sociedad adversa, jóvenes confundidos, con padres sin legitimación, buscan en el espectáculo del acto una forma de validar su existencia. Diferenciarse de las masas, incluso a expensas de sus vidas, el narcisismo de la muerte, en su estado puro, encuentra, en las redes sociales, su razón de ser. El deseo de diferenciarse, de dejar la "marca personal" en este mundo, acerca el suicidio al homicidio mediático, ya sea a través de la transmisión del acto suicida en sí mismo o mediante masacres que preceden el suicidio.

Le texte aborde la problématique du suicide en approchant le concept de narcissisme et la théorie de la seconde pulsion: pulsion de vie et pulsion de mort. On cherche à rapprocher les comportements suicidaires des comportements homicides spécifiques : massacres dans des écoles en plusieurs pays, qui sont vus comme des attitudes où l'absence de facteurs qui aient une prédisposition religieuse ou idéologique serait la cause ou la justification d'un comportement extrêmement cruel. On considère que nous vivons dans un moment social de fragmentation intense dont le collectivisme et l'individualisme, au lieu de se compléter, deviennent antagonistes. Dans une société adverse, des jeunes confus ayant des parents sans légitimité cherchent, en transformant l'acte en un spectacle, un moyen de valider leur existence. Pour se différencier des masses, même au détriment de leurs vies, le narcissisme de la mort, à l'état pur, trouve ses raisons d'être sur les médias sociaux. Le désir de se différencier, de laisser une marque personnelle "dans ce monde", rapproche le suicide de l'homicide médiatique, soit par la transmission de l'acte suicidaire lui-même, soit par des massacres qui précèdent l'acte de mettre fin à sa vie.

"Uma aula assim muito forte": aprendizagem, escola e ritual em tempos de ocupação / "A lesson so very strong": learning, school and ritual in times of occupation / "Una clase tan fuerte": aprendizaje, escuela y ritual entiempos de ocupación / "Un cours, comme ça, tellement fort": apprentissage, école et rituel en période d'occupation

Este artigo parte de um conceito de aprendizagem como imersão significativa em uma experiência vivida, tendo como referência empírica o movimento secundarista de ocupação das escolas públicas de ensino médio no Brasil, particularmente a ocupação das escolas em Porto Alegre, RS. A ocupação das escolas é analisada como movimento social que marca a iniciação na política para muitos dos jovens que se engajaram nele. São evocados os conceitos de estrutura, antiestrutura, communitas e liminaridade, de Victor Turner (1974), para dar conta da intensidade desta experiência que, do nosso ponto de vista, guarda analogia com um rito de passagem para a militância e a autonomia relacionadas à cidadania e a vida adulta. Em diálogo com um conjunto de autores que operam com a noção de aprendizagem como ontogênese, formação da pessoa, continuidade e engajamento com a vida prática e comunitária, nos interessa tematizar a aprendizagem desde as experiências vividas pelos jovens. As aprendizagens aqui serão identificadas como os processos de autocompreensão e compreensão contextual do mundo, desde a participação direta no grupo de colegas, no movimento social de ocupação e no espaço da escola ocupada. Diante da polarização entre a experiência de communitas da escola ocupada e a escola "normal ", discutimos os diferentes regimes de aprendizagem no âmbito dos processos educativos engendrados tanto pelo sistema formal de ensino e quanto pelas experiências de participação em movimentos sociais, como foi o caso da ocupação.

This article is based on a concept of learning as a significant immersion in a lived experience, having as empirical reference the secondary movement of occupation of public high schools in Brazil, particularly the occupation of schools in Porto Alegre, RS. The occupation of schools is analyzed as a social movement that promoted the initiation into politics for many of the young people who engaged in it. Victor Turner's (1974) concepts of structure, antistructure, communitas, and liminality are evoked to account for the intensity of this experience which, from our point of view, bears analogy with a rite of passage to militancy and autonomy related to citizenship and adult life. In dialogue with a group of authors who work with the notion of learning as ontogenesis, formation of the person, continuity and engagement with practical and community life, we are interested in learning from the experiences of young people. The learning here will be identified as the processes of self-understanding and contextual understanding of the world, from the direct participation in the group of colleagues, in the social movement of occupation and in the space of the occupied school. In the face of the polarization between the communitas experience of the occupied school and the "normal" school, we discuss the different learning regimes within the educational processes engendered by both the formal education system and the experiences of participation in social movements, case of occupation.

Este artículo parte de un concepto de aprendizaje como inmersión significativa en una experiencia vivida, teniendo como referencia empírica el movimiento secundario de ocupación de las escuelas públicas en Brasil, particularmente la ocupación de las escuelas en Porto Alegre, RS. La ocupación de las escuelas es analizada como movimiento social que promovió la iniciación en la política para muchos de los jóvenes que se comprometieron en él. Se evocan los conceptos de estructura, antiestructura, communitas y liminaridad, de Victor Turner (1974), para dar cuenta de la intensidad de esta experiência que, desde nuestro punto de vista, guarda analogía con un rito de paso hacia la militancia y la autonomía relacionadas la ciudadanía y la vida adulta. En diálogo con un conjunto de autores que operan con la noción de aprendizaje como la ontogénesis, la formación de la persona, la continuidad y el compromiso con la vida práctica y comunitaria, nos interesa tomar el aprendizaje desde las experiencias vividas por los jóvenes. Los aprendizajes aquí serán identificados como los procesos de auto comprensión y comprensión contextual del mundo, desde la participación directa en el grupo de colegas, en el movimiento social de ocupación y en el espacio de la escuela ocupada. Ante la diferencia entre la experiencia de communitas de la escuela ocupada y la escuela "normal", discutimos los diferentes regímenes de aprendizaje en el ámbito de los procesos educativos engendrados tanto por el sistema formal de ensenanza y por las experiencias de participación en movimientos sociales, como fue el caso de la ocupación

Cet article est basé sur le concept d'apprentissage en tant qu'immersion significative dans une expérience vécue et a pour référence empirique le mouvement lycéen d 'occupation de lycées publics au Brésil, em particulier à Porto Alegre, RS. L 'occupation des lycées est analysée comme un mouvement social qui témoigne del 'initiation politique de nombreux jeunes qui s 'y sont engagés. Les concepts de structure, d'antistructure, de communitas et de liminalité de Victor Turner (1974) sont mobilisés pour rendre compte de l'intensité de cette expérience qui, de notre point de vue, présente une analogie avec un rite de passage: entrée dans le militantisme et accès à l'autonomie de la citoyenneté et de la vie adulte. En dialoguant avec des auteurs produisant des travaux sur la notion d 'apprentissage en tant qu 'ontogenèse, formation de la personne, continuité et engagement dans la vie pratique et communautaire, nous nous intéressons à la question de l'apprentissage à partir des expériences vécues par les jeunes. Les apprentissages seront ici considérés comme des processus de compréhension de soi et de compréhension contextuelle du monde, issus de la participation directe au sein du groupe de collègues, du mouvement social de l'occupation et de l'espace du lycée occupé. A partir de l'opposition entre l'expérience communitas de l'école occupée et de l'école "normale", nous discutons des différents régimes d'apprentissage au sein des processus éducatifs engendrés à la fois par le système éducatif formel et les expériences de participation aux mouvements sociaux, en l 'occurrence le mouvement d 'occupation de lycées.

The effect of task complexity on handwriting kinetics.

BACKGROUND.: Knowledge regarding the relationship between writing kinetics and the difference among writing tasks is limited. PURPOSE.: This study examined the differences in handwriting performance when doing tasks with different levels of challenge from both temporal and kinetic perspectives among children in four different age groups. METHOD.: The cross-sectional design introduced a force-acquisition pen to detect differences of pen grip and writing kinetics among 170 school-age children doing writing tasks at different difficulty levels. Data were obtained on the force information of the digits and pen tip and the kinetic parameters to examine the coordination-and-control mechanism between the digits and pen. Statistical analyzes were carried out to indicate the differences in writing performance among groups and tasks. FINDINGS.: Statistical differences in the pen-grip forces, force fluctuation, and force ratio between grip and pen-tip forces were found when performing different writing tasks and among different age groups. IMPLICATIONS.: The study provides an alternative method to explore how writing performance among school-age children can vary according to the difficulty of the writing tasks.

Mental practice combined with repetitive task practice to rehabilitate handwriting in children.

BACKGROUND.: Handwriting dysfunction contributes to 40% of all school-based referrals to occupational therapy. Empirically based handwriting interventions are needed to remediate the negative effects of handwriting dysfunction on a child's occupational performance. PURPOSE.: This study examined the effectiveness of mental practice (MP) combined with repetitive task practice (RTP) to rehabilitate handwriting in children. METHOD.: Twenty typically developing first and second graders with impaired handwriting received RTP twice a week for 4 weeks, then engaged in MP combined with RTP for the same duration. Using the Minnesota Handwriting Assessment (MHA), they were assessed across four time points: baseline (1), after RTP (2), after MP combined with RTP (3), and follow-up (4). FINDINGS.: Children significantly improved and retained this increase on all variables of MHA ( p < .001) after MP combined with RTP. After RTP, the only significant improvement occurred in handwriting form ( p < .001). IMPLICATIONS.: MP may be a potential therapeutic addition to RTP in rehabilitating global handwriting dysfunction.

Relationship between body functions and Arabic handwriting performance at different acquisition stages.

BACKGROUND.: The written languages and handwriting acquisition stages place different demands on the writer. Therefore, the relationship between body functions and handwriting performance may vary in different languages and acquisition stages; yet these demands have not been studied in the Arabic language. PURPOSE.: We examined the relationship between linguistic, visual-motor integration (VMI), and motor coordination (MC) functions and Arabic handwriting at two handwriting acquisition stages. METHOD.: This study used a cross-sectional and correlative design. Second- ( n = 54) and fourth-grade ( n = 59) students performed tasks examining reading, handwriting automaticity, VMI, MC, and copying a text. FINDINGS.: Handwriting automaticity significantly explained the variance in handwriting speed in both grades, in addition to the VMI in second grade and the MC in fourth grade. Enhanced performance in the VMI increased the likelihood of having good legibility in second but not in fourth grade. IMPLICATIONS.: Similar to other languages, the body functions related to Arabic handwriting vary at the different acquisition stages. Handwriting evaluation should be adjusted to students' acquisition stage.

Conflitos geracionais na escola: a produção das diferenças etárias em contextos hierarquizados / Generational conflicts at school: the production of age differences in hierarchical contexts / Conflictos generacionales en la escuela: la producción de las diferencias de edad en contextos jerárquicos / Conflits de générations à l'école: la production des différences d'âge dans des contextes hiérarchiques

Neste trabalho, discuto o conceito de geração numa perspectiva não-essencialista, a partir de Pierre Bourdieu e Jacques Rancière. Os conflitos geracionais permitem-nos pensar a política e a liberdade, ao colocarem em relação os diferentes valores e expectativas de adultos e jovens. No espaço da escola, as relações hierárquicas entre professores, professoras e estudantes trazem para a cena educacional esses embates, que se constituem nas relações de poder que se observam nesse contexto. Proponho uma reflexão sobre as diferenças geracionais na escola a partir dos resultados de uma pesquisa de campo realizada em três escolas públicas do Rio de Janeiro, tendo como pano de fundo os protestos juvenis que mobilizaram o Brasil em 2013.

In this paper, I discuss the concept of generation in a non-essentialist perspective, from Pierre Bourdieu and Jacques Rancière. Generational conflicts allow us to think politics and freedom, since they put in relation different values and expectations of adults and young people. At schools, the hierarchical relationships between teachers and students bring these conflicts to the educational scene, conflicts that are produced in power relations that are observed in this context. I discuss the generational differences at school from the results of a field work conducted in three public schools in Rio de Janeiro, with the backdrop of the youth protests that mobilized Brazil in 2013.

En este artículo, discuto el concepto de generación en una perspectiva no esencialista, desde Pierre Bourdieu y Jacques Rancière. Conflictos generacionales nos permiten pensar la política y la libertad, ya que ponen en relación los diferentes valores y expectativas de los adultos y los jóvenes. En las escuelas, las relaciones jerárquicas entre los profesores y los estudiantes traen estos conflictos a la escena educativa, conflictos estes que se producen en las relaciones de poder que se observan en este contexto. Analizo las diferencias generacionales en la escuela desde los resultados de un trabajo de campo llevado a cabo en tres escuelas públicas de Rio de Janeiro, con el telón de fondo de las protestas juveniles que movilizaron a Brasil en 2013.

Dans cet article, je discute le concept de génération dans une perspective non essentialiste, à partir de Pierre Bourdieu et Jacques Rancière. Conflits générationnels permettent de penser la politique et de la liberté, car ils mettent en relation des valeurs et des attentes des adultes et des jeunes. Dans les écoles, les relations hiérarchiques entre les enseignants et les élèves apportent ces conflits sur la scène de l'éducation, les conflits qui se produisent dans les relations de pouvoir que l'on observe dans ce contexte. Je discute les différences entre les générations à l'école à partir des résultats d'un travail de terrain mené dans trois écoles publiques de Rio de Janeiro, avec en toile de fond les manifestations de jeunes qui se sont mobilisés Brésil en 2013.

Architecture, Medicalization, and the Aesthetics of Hygiene at the Écoles maternelles.

This article examines the focus on hygiene, medical surveillance, and physical regeneration in late 19th and early 20th century French nursery schools (écoles maternelles) and its impact on their architecture. Administrators had originally charged maternelles with providing education and motherly care to young children. But bureaucratic anxieties about physical degeneration and disease among French schoolchildren led to new practices focused on the body, which ultimately led to changes in the schools' architectural program and aesthetics. Supposedly at stake was nothing less than the biological, political, and economic future of France.

Enhancing classroom participation of students with intellectual and developmental disabilities.

BACKGROUND: Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. PURPOSE: This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. METHOD: The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. FINDINGS: The Co-PID was found to significantly improve students' participation in all areas, whereas the participation of the students in the in-service group decreased. IMPLICATIONS: A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.

"Escola em sofrimento": pesquisa-ação sobre situações de trabalho de risco para a saúde mental em meio escolar / "L'école en souffrance": recherche-action sur les situations de travail à risque pour la santé mentale en milieu scolaire / "School in distress": action research on risky work situations with regards to mental health in school settings

Esta pesquisa-ação, realizada em duas escolas de ensino médio no Quebec, foi baseada numa intervenção em psicodinâmica do trabalho, com professores, profissionais da educação, pessoal de apoio e diretoria. O objetivo foi analisar o sofrimento e as estratégias defensivas individuais e coletivas, além de identificar situações de risco para a saúde mental no trabalho. O segundo aspecto desta pesquisa visava o acompanhamento, no ambiente escolar, com a tomada de consciência dos efeitos deletérios da organização do trabalho e da necessidade de agir através de prevenção primária (na fonte) em prol da saúde e da segurança do trabalho.(AU)

Cette recherche-action conduite dans deux écoles de niveau secondaire au Québec (lycées), s'est appuyée sur une enquête de psychodynamique du travail réalisée avec des enseignants, des professionnels de l'éducation, des membres du personnel de soutien et de direction. L'objectif était d'analyser la souffrance et les stratégies défensives individuelles et collectives puis d'identifier des situations à risque pour la santé mentale au travail. Un deuxième volet visait l'accompagnement du milieu scolaire dans une prise de conscience des effets délétères de l'organisation du travail et la nécessité d'agir en prévention primaire (à la source), pour la santé et sécurité du travail.(AU)

This paper relies on an action research conducted in a perspective of health and security at work in two high schools (secondary level) in Quebec. The objective was to identify work situations with risks for the mental health of the staff, by the analysis of the suffering at work and the individual and collective defensive strategies tied to the work organization. More specifically, the study aimed at accompanying the participants (teachers, education professionals, support staff and assistant principals) in the development of an action plan to prevent problems of mental health at work.(AU)

"Escola em sofrimento": pesquisa-ação sobre situações de trabalho de risco para a saúde mental em meio escolar / "L'école en souffrance": recherche-action sur les situations de travail à risque pour la santé mentale en milieu scolaire / "School in distress": action research on risky work situations with regards to mental health in school settings

Esta pesquisa-ação, realizada em duas escolas de ensino médio no Quebec, foi baseada numa intervenção em psicodinâmica do trabalho, com professores, profissionais da educação, pessoal de apoio e diretoria. O objetivo foi analisar o sofrimento e as estratégias defensivas individuais e coletivas, além de identificar situações de risco para a saúde mental no trabalho. O segundo aspecto desta pesquisa visava o acompanhamento, no ambiente escolar, com a tomada de consciência dos efeitos deletérios da organização do trabalho e da necessidade de agir através de prevenção primária (na fonte) em prol da saúde e da segurança do trabalho...

Cette recherche-action conduite dans deux écoles de niveau secondaire au Québec (lycées), s'est appuyée sur une enquête de psychodynamique du travail réalisée avec des enseignants, des professionnels de l'éducation, des membres du personnel de soutien et de direction. L'objectif était d'analyser la souffrance et les stratégies défensives individuelles et collectives puis d'identifier des situations à risque pour la santé mentale au travail. Un deuxième volet visait l'accompagnement du milieu scolaire dans une prise de conscience des effets délétères de l'organisation du travail et la nécessité d'agir en prévention primaire (à la source), pour la santé et sécurité du travail...

This paper relies on an action research conducted in a perspective of health and security at work in two high schools (secondary level) in Quebec. The objective was to identify work situations with risks for the mental health of the staff, by the analysis of the suffering at work and the individual and collective defensive strategies tied to the work organization. More specifically, the study aimed at accompanying the participants (teachers, education professionals, support staff and assistant principals) in the development of an action plan to prevent problems of mental health at work...

Epidemiology of tinea capitis among school-age children in Meiganga, Cameroon.

Tinea capitis (TC) commonly called scalp ringworm is a worldwide concern and a public health problem in Africa. This study aimed at determining the epidemiologic profile of TC among school-aged children in the savanna zone of Cameroon. All children present at school during this study period, August 2011-July 2012, were examined for signs suggestive of TC. Children not registered at school were excluded from the study. Pathologic specimens were taken from suspected head lesions and cultured. Amongst the 4601 children, average age 10.7±0.16 years, 377 presented with suggestive TC lesions giving a prevalence of 8.1%. The proportion of boys with TC was (63.7%) higher than in girls (36.3%) (P≤0.05). TC manifestations varied; small plaques of alopecia 59.26% were the most frequent. Communal living was the most incriminated risk factor. Three hundred and thirty six isolates were obtained in culture. The prevalence was significantly higher (P<0.05) in age range between 8 and 12 years, followed by that between 13 and 15. The most prevalent isolate was T. soudannense 56.8%, followed by T. rubrum 29.2%. Only 6.0% of the isolates belonged to the genus Microsporum.