Repositório RCAAP

Falls determine huge epidemiological, clinical, and economic burden in the older population worldwide, presenting high odds of severe disability. The present study aimed to estimate the prevalence of falls and associated factors in older Brazilians using a systematic review with meta-analysis. Searches were performed in SciELO, PubMed, LILACS, Web of Science, Scopus and PsycINFO databases with no date or language restrictions. Studies on community-dwelling older persons aged ≥ 60 years from both sexes and with a sample size of ≥ 300 participants included. Exclusion criteria were studies conducted specifically for older adults diagnosed with chronic disabling diseases that predispose them to falls. Risk of bias of included studies was assessed using a critical appraisal tool focusing on prevalence designs. A random-effects meta-analysis was used to pool the prevalence of falls across studies. Exploratory analysis was conducted examining subgroup estimates, prevalence ratios and meta-regression. Thirty-seven studies involving 58,597 participants were included. Twelve-month prevalence of falls was 27% (95%CI: 24.3-30.0), with significantly higher estimates in female than male (PR = 1.57; 95%CI: 1.32-1.86), in age group ≥ 80 years than age group 60-69 years (PR = 1.46; 95%CI: 1.15-1.84), and in participants from the Central region than participants from the South region (PR = 1.36; 95%CI: 1.10-1.69) of Brazil. Risk of bias scores did not impact heterogeneity in the 12-month meta-analysis. These estimates strongly support evidence-based public interventions to prevent falls in older Brazilians, especially in women and the oldest-old population.

No âmbito das políticas públicas brasileiras para alimentação e nutrição e para segurança alimentar e nutricional, a partir da virada do século XXI, observa-se que a alimentação deixou de ser adjetivada somente como “saudável” e passou também a ser referida como “adequada”. Essas noções vêm sendo construídas e defendidas socio-historicamente e passando por ampliações e ressignificações ao longo do tempo. Propôs-se neste estudo analisar como se instituiu a expressão “alimentação adequada e saudável” no Brasil. Foi realizada uma análise documental tendo em vista elucidar o desenvolvimento conceitual dos termos em questão no contexto brasileiro. Foram analisados documentos institucionais, a exemplo dos textos originais dos campos da segurança alimentar e nutricional e da alimentação e nutrição. Observa-se uma transição no modo de pensar a alimentação saudável no campo da alimentação e nutrição, antes centrada no estatuto do nutriente. Atualmente, tratamos de uma compreensão ampliada sobre a noção de alimentação, que a partir do debate sobre a superação do foco no componente nutricional dos alimentos, inclui a compreensão sobre um direito humano fundamental, bem como a compreensão sobre as questões socioculturais e afetivas do comer e sobre as questões da sustentabilidade ambiental da produção de alimentos com base em modelos produtivos pautados em princípios agroecológicos e da soberania alimentar. Argumenta-se que a combinação entre as expressões é representativa do esforço em aproximar as compreensões e os debates dos campos da segurança alimentar e nutricional e da alimentação e nutrição no que se refere à polissêmica noção de alimentação.

The objective of this study was to analyze the psychometric properties of the hospital birth satisfaction scale with data from the first follow-up interview of the Birth in Brazil survey. The 11 questions of the scale were asked by telephone up to six months after discharge in a stratified random sample of 16,109 women residing in all five regions of the country. The sample was randomly divided into two halves. Exploratory factor analysis (EFA) was applied to the first half in order to identify the scale’s factorial structure. The scree plot suggested the scale to be one-dimensional. The EFA demonstrated a good fit of the one-dimensional model. Factor loadings were greater than 0.5 for all items, except for the mean time transpired between leaving the home and arriving at the maternity hospital, which was excluded from the next analysis. The confirmatory factor analysis applied to the sample’s second half with the remaining ten items had a good fit and the factor loadings were > 0.50 with p-values < 0.001. The associations between birth satisfaction and the external variables, the mother’s education level (standardized coefficient = 0.073; p = 0.035), private insurance (SC = 0.183; p < 0.001) and having a companion at some point during the hospitalization for labor (SC = 0.193; p = 0.001) were all as expected. There was evidence of configural and metric invariance according to type of hospital (private or public) and type of delivery (cesarean or vaginal). These results showed that the hospital birth satisfaction scale in Brazil is a one-dimensional instrument composed of ten items.

Abstract: This study aimed to reassess the psychometric properties of the Hospital Survey on Patient Safety Culture (HSOPSC) adapted to Portuguese for use in the Brazilian context. An observational, cross-sectional study was performed in a large, private, non-profit, acute care hospital, reference in patient safety, in a major Brazilian metropolis. Participants were selected from a non-probability sample of all eligible personnel in the various hospital departments invited to participate in the study. Reliability of the HSOPSC was assessed by estimating Cronbach’s alpha for each dimension. confirmatory factor analysis (CFA), a matrix of correlations between the dimensions, and exploratory structural equation modelling (ESEM) were used in exploratory and confirmatory analyses of the structural validity of the construct. The overall response rate was 18.7% (n = 1,439). Four dimensions (“overall perceptions of patient safety”; “staffing”; “teamwork across units”; and “non-punitive response to error”) returned problems of internal consistency. CFA returned acceptable fit with the original 12-dimension model. Correlations between the dimensions of the original 12-dimension model indicated discriminant validity problems, while residual variance was greater than 0.70 in 13 items. The ESEM of the original 12-dimension model returned good fit, with the following indices: CFI = 0.985; TLI = 0.968, and RMSEA = 0.026 (90%CI: 0.024-0.029). Although better than those of the first evaluation, the results obtained in this validity and reliability reassessment of the Brazilian version of the HSOPSC require further research.

In the last fifteen years, educational evaluation policies have been propagated in Brazil. The states have a special role in this process. Since the Jomtien Conference in 1990, the same has been observed on a global scale, concomitant with the first large-scale experiments in Latin America.There were two movements in Brazil: the former, from the federal Government, with biannual, diagnostic and sampling evaluations; the latter, with evaluations which were decentralized, state, annual, census and related to the management of their networks, a process which was intensified in the last decade. This article analyzes the association between the establishment of state systems of educational evaluation in Brazil and the development of the average proficiency among students of the respective state school networks. The aggregate results of the state networks in the national evaluations are used as an external parameter, and the association between the implementation of evaluations and the increase of the average proficiency in the following years is observed.

Este artigo apresenta a primeira etapa do processo de construçãode um sistema de monitoramento para uma rede pública deeducação infantil (EI) do município do Rio de Janeiro. Partindode concepções teóricas a respeito de avaliação e monitoramento,foram avaliadas 149 unidades escolares. A coleta de dadosseguiu o modelo das escalas de avaliação de ambientes e a análisefoi realizada de acordo com a Teoria Clássica das Medidas.O objetivo centrou-se em extrair aspectos relevantes para omonitoramento das políticas da EI do município em questão. Aanálise dos dados incluiu também a compilação de informaçõesde diferentes fontes sobre o funcionamento da rede municipal.Foram identificadas sete dimensões para a composição domonitoramento das políticas e práticas educativas, além deaspectos que podem contribuir para a melhoria do atendimentonas unidades de ensino de EI

O artigo tem o objetivo de apresentar de forma sistematizada conceitos sobre monitoramento e avaliação de programas sociais, valendo-se da bibliografia clássica na área e da experiência concreta de produção de informação e conhecimento para subsidiar a gestão cotidiana de políticas e programas sociais. Discorre-se sobre tipologias de avaliação segundo o ciclo de implementação dos programas e escopo investigativo, sobre a necessidade de abordagens multimétodos e multidisciplinares na realização de pesquisas de campo e sobre a complementaridade de sistemas de monitoramento e pesquisas de avaliação. Finaliza-se apresentando uma proposta de marco estruturador de planos de desenvolvimento de instrumentos de monitoramento e de estudos avaliativos de programas sociais que permitam compor, ao longo do tempo, uma avaliação sistêmica da política social que os congrega. 

O artigo analisa o fenômeno das transferências de alunos entre escolas municipais da cidade do Rio de Janeiro e suas possíveis relações com processos de segregação escolar. É utilizado um indicador para medir a segregação escolar – o Segregation Index –, em desenhos longitudinais para todas as transições do ensino fundamental. Os dados foram fornecidos pela Secretaria Municipal de Educação e o contemplam todos os alunos da rede entre 2006 e 2011. Três características dos alunos foram consideradas: cor/raça; educação dos pais; e condição de pobreza. Os resultados sugerem que: o impacto do remanejamento de alunos entre o primeiro e o segundo segmentos é desagregador, ou seja, as escolas se tornam mais misturadas em sua composição social; as transferências ao longo do segundo segmento apresentam um padrão definido e sugerem um processo constante de seleção do alunado.

The class Council is one of the collegiate associations. In order to understand how this association is approached in students’ surveys carried out within the stricto sensu graduate programs, this paper analyzed study briefs in Capes Thesis Library. The results indicate that, from 2002 to 2011, ten studies focused on this assessment as the central object of investigation and 57 made reference to it, considering it one of the places of data collection or highlighting it in its concepts and conclusions. The analysis of the abstracts of the 67 studies demonstrates the centrality of students’ assessment in this association as well as its proximity to democratic management. It also shows the fragmentation of other issues investigated by this Council, indicating there was a process of expansion of its practice and its perception by others.

This article analyzes the effect of Brazilian public elementary schools on students’ learning considering the socio-economic context and students’ gender and racial composition. Students were allocated at three levels of proficiency: insufficient, basic and adequate. Those at the insufficient level are considered excluded since their right to education is not met. The data used was from the 2007, 2009 and 2011 Prova Brasil. The main results indicate that the effects of the schools to remove students from exclusion and promote them to adequate levels of learning are associated with the social composition of these schools in terms of race and gender, regardless of the average socioeconomic status of the school. Such composition, also affects the chances of individual students being removed from exclusion and promoted to the adequate level.

This article introduces and discusses evaluative  processes  used in an academic discipline of specialization, employing distance education, whose objective was to study and experience the concepts of authorship, collective authorship, reader and text in a virtual learning environment. The methodology employed in the course was the dialogic interaction of Bakhtin (2003). Based on this theoretical perspective, this paper examines the follow-up by teachers of students’ performance throughout the course, through the analysis of texts published using the discussion tools of the on-line platform as well as exchanges promoted among the students themselves, between the students and teachers and among the members of the training team. It can be concluded that this exchange modifies the teaching process and contributes to the maintenance of the focus on the teaching-learning relationship, at the same time methodological and evaluative, in a dialogic perspective.  

O presente estudo investigou as evidências de validade de construto dos questionários do SAEB de 2009. Depois de um processo de tratamento de dados e análise exploratória, foram analisadas as respostas de 1.906.616 alunos do 9º ano do ensino fundamental, de 77.905 professores e de 27.292 diretores, além das informações relacionadas às 27.045 escolas de todo Brasil. Análise Fatorial foi utilizada para identificar os construtos mensurados pelos questionários. Os resultados indicaram a existência de quatro fatores no questionário de escola, seis fatores no questionário de diretor, seis fatores no questionário de professor e quatro fatores no questionário de aluno. Uma reflexão crítica é necessária para avaliar se os construtos mensurados pelos questionários do SAEB são os construtos que realmente importam em relação ao desempenho escolar.

This article, which presents a case study at the Federal University of São Carlos, aims to analyze and understand if the institutional self- evaluation  developed  by  the  Self-Evaluation  Commission  presents either a regulatory or emancipatory perspective. Thus, this study used documentary research and bibliographical survey. It was concluded that the institutional evaluation process demands time, generates work, conflict and not all the academic community understands the importance of this type of evaluation for institutional management. The Commission had difficulty in discussing the institutional evaluation results with the community due to the short time allotted by the regulation. Therefore, the institutional self-evaluation developed by the university at times approaches regulatory and, at others, emancipatory evaluation.    

The Sistema Nacional de Avaliação da Educação Superior completed ten years in 2014, consolidating a successful public policy that aligned the regulatory processes to the results of evaluation, leading to the quality of education. This evaluation, however, still has little connection with the world of work, being more restricted to the academic field and not being able to overcome the logic that dissociates the University from the society. The Ministry of Education, in the face of this situation, signed a collaborative policy with federal professional regulatory boards, involving them in the regulatory process. The results of this policy that align evaluation, higher education and work have not been explored by the academic community yet, configuring a gap in educational research. This article presents the design, analysis and some results of this process based on the empirical investigation of the agreement entered into with the Federal Council of Administration.  

The present article aims at discussing the results of some academic evaluations of the implementation of the Plano Nacional de Educação (PNE) for 2001-2010. It highlights aspects of its process of elaboration and approval as well as aspects of the analyses of the endorsed plan that lead to the preliminary evaluations of the 2014-2024 PNE. Based on the revised literature, the conclusion is that there is no consensus on the success of the first PNE, neither among broader analytical studies, nor between these and the evaluations focusing on the examination of the decisions regarding the different stages and modalities of basic education, the latter being consensually negative in terms of results, impacts or effects. Compared to the first plan, it is worth noting that the literature concerning the new PNE suggests a more careful monitoring of its initial and future development.

This study aims to identify the implementation path of the Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo [School Performance Evaluation System of the State of São Paulo] (Saresp) and to analyze the possible repercussions to guide the organization of the pedagogic work. The methodology used was bibliographical and documentary research. As a result, we have identified the following implications and consequences for educational work in the classroom: use of Saresp as a criterion for approval (or not) at the end of school year; use as a model for the development of new evidence; completion of student training by teachers to carry out the evaluation; external evaluation being used as learning evaluation; guidance and control of  the  teaching  profession;  grade  commercialization;  strict  focus on  curriculum  components;  prescribed  curriculum;  regulation  of the teaching profession and limitation of teacher autonomy in the classroom.  

This article discusses academic and scientific literature regarding good school practices in a panoramic perspective, focusing on the scientific production in the Ibero-American context. It is a study on the state of knowledge, resulting from a thorough bibliographic survey to identify underlying concepts, trends and main approaches in the literature studied. In the Luso-Brazilian context there is the tendency of a politicized and probing discussion of the underlying ideological references to good school practices, whereas, in the Spanish context, there is a predominance of a scientific community which, based on a systemic point of view, studies the best practices under the prism of the construction of an effective school.   

This study  analyzes  the  experience  of  institutional  evaluation  in  the  Municipal School Cidade Vitória da Conquista in the city of Salvador, Bahia, between 2007 and 2012. Theoretical support for the discussion of principals, objectives, goals and methodological aspects of institutional evaluation in the elementary schools was based mainly on studies of this topic developed by Heloísa Lück (2012), Pacheco (2010), Afonso (2010) and Fernandes (2002). This was designed as a case study, based on the experience of the Municipal School Cidade Vitória da Conquista. The methodology adopted was a qualitative approach from the perspective of meta-evaluation. The articulation among knowledge, constructed from the practice of self-evaluation of the school and by experts in the field the theory of institutional evaluation, allowed the identification of the limits and the possibilities of this action in the school.