O estresse é um fenômeno complexo que gera desconforto e mal-estar, fazendo com que o indivíduo acredite não ter forças para ultrapassar esse obstáculo ou as situações adversas que lhe tiram a estabilidade interna. Quando vivenciado nas organizações é denominado estresse ocupacional e os fatores estressores compreendem as demandas relacionadas ao trabalho. O presente estudo tem como objetivo identificar o nível de estresse de professores do ensino fundamental e médio atuantes na rede estadual de Santana do Livramento/RS. Sendo assim, desenvolveu-se uma pesquisa de natureza descritiva com abordagem quantitativa, aplicada junto a 228 professores que responderam a Escala de Estresse no Trabalho de Paschoal e Tamayo (2004). Os dados foram analisados por meio de estatística descritiva simples (média, desvio-padrão e tabelas de frequência). A análise de dados apontou que 133 professores, correspondendo a 58,33%, possuem nível médio de estresse; 90 professores (39,47%) apresentaram nível baixo de estresse e 2,19% (5 professores) com nível de estresse classificado como alto. Conforme análise das médias das respostas verificou-se que o principal causador de estresse foi a baixa perspectiva de crescimento profissional. Os fatores do estresse ocupacional estão relacionados à caracterização do trabalho, como o volume de trabalho, a insegurança profissional e baixos salários. As questões com menores níveis de estresse foram às relações interpessoais com colegas e superiores.

A presente pesquisa centra-se na investigação das percepções que professoras e professores de História, atuantes na Educação Básica, possuem sobre os impactos que o discurso/ação do Escola sem Partido causou no Ensino de História e se o mesmo se reflete ou não nas suas práticas profissionais de ensino da disciplina na atualidade. Consideramos a perspectiva que professoras e professores são agentes indispensáveis do processo educativo e sujeitos de saberes (escolares, docentes e de experiência) e acreditamos que o discurso/ação do ESP teve/tem a potência de acarretar consequências negativas nas formas como esses saberes são mobilizados no ensino escolar de História. Desse modo, dentro de um enfoque controlado e com o auxílio de uma amostragem de professores de História atuantes na Educação básica obtivemos indicadores e dados quantitativos e qualitativos que apontaram os atuais impactos, permanências, problemas e relevância do discurso/ação do ESP nas práticas de ensino da disciplina. Nosso objetivo foi compreender as nuances do processo, propondo reflexões e provocações sobre nossa relação passada e presente com o mesmo, pois defendemos a superação da reacionária narrativa do dito movimento pela sua constante desconstrução crítica e que ela nunca seja esquecida e subestimada por quem está na sala de aula. Nesse sentido as percepções de docentes que viveram o “antes e depois” do ESP são fundamentais para compreender a extensão desse evento em práticas de ensino concretas e para elaborar coletivamente estratégias de ação, construídas por e para professores, na e para a escola. Assim sendo, pensamos e criamos conjuntamente uma proposta oficina de formação continuada docente para troca de saberes e experiências sobre a temática, construídas a partir das demandas, dúvidas e contribuições dos próprios agentes participantes da pesquisa.

É percebida a proliferação de discursos negacionistas em diversos segmentos sociais, notavelmente, um reflexo da participação ativa de certos personagens expressivos do Brasil recente. Estes utilizam ferramentas, entre estas a internet, para descredibilizar o conhecimento científico e atacar os docentes, disputando com estes a legitimidade para advogar sobre diferentes temáticas, entre estas, a ditadura militar brasileira. Através de práticas e discursos questionáveis a ação, a autonomia e o comprometimento profissional dos docentes vêm sendo vilipendiados no ciberespaço, de modo que consequências negativas oriundas destes ataques têm desencadeado problemas a estes em sala de aula. Com isso, o presente trabalho pretende se debruçar sobre o negacionismo da ditadura militar brasileira, sua disseminação através das redes virtuais e seus desdobramentos no ambiente escolar. Para tal, serão detalhadas obras desta natureza, expostos reflexos da ofensiva negacionista no espaço escolar e, por fim, elaborados planos de aulas que visam construir práticas docentes voltadas para o enfrentamento dessa questão problemática.

The objectives of this study were to analyze the quality of life (QOL) and the quality of working life (QWL) of university professors in different areas of knowledge; identify the influence of socio-demographic aspects of QOL and QWL university teachers; analyze the effect of aspects to work on QOL and QWL academics and identify the influence of aspects related to health in QOL and QWL academics from different fields of knowledge. Cross-sectional study in a university in Brazil midwestern, whose data were collected by sociodemographic questionnaire with questions related to job data and health, the WHOQOL-Bref to evaluate QOL and TQWL-42 for analysis of QWL of 284 academics from the fields of science health / biology, agricultural sciences, humanities and exact sciences. The results of QOL and QWL did not differ between areas of knowledge and were influenced by factors such as, are they better pay (p = 0.017), the statutory agreement (p = 0.005) did not move from the city of residence for act as teachers (p = 0.049), better lighting (p = 0.000), comfortable temperature (p = 0.001), few noise (p = 0.048), material resources (p = 0.042), fewer students in class (p = 0.027) and exercise workload in administrative function (p = 0.023). It was also observed that QOL and QWL are interrelated (r = 0.564 and p = 0.000). Perform administrative activities, number of students in the classroom are predictors respectively QOL and QWL. It was found that teachers who practice physical activity had better scores on the QOL (p = 0.006) and in the QWL (p = 0.003) and those who reported a better quality asleep (p = 0.001). In addition, QOL and QWL also had lower scores on teachers who reported sick leave (p = 0.023), those who make use of medication (p = 0.034), which have poor diet (p = 0.000) and have less leisure activities (p = 0.001) and there was an association between age and QOL (r = 0.119 and p = 0.045). It concludes that the work and life of teachers are interdependent and there is no difference in QOL and QWL among teachers of different areas of knowledge. Besides the evaluated teachers showed that their QOL and QWL are influenced by organizational factors / work-related and health aspects.

In attempting to understand the formation of Dental Surgeons graduation to work in the Unified Health System (SUS), several studies have been conducted. In this studie, we analyzed necessary skills that students need to work in Family Health Program, under perspective of teachers from a Dentistry University, in the city of Goiania. We conducted an exploratory, quantitative and qualitative approach, through a questionnaire, it was sent to 54 teachers of the Dentistry university and we obtained a rate of 76% (n = 35) of useful answers. Emerged from the analysis of discourses four categories: Profile of Egress, Egress Limitations Profile, Limitations of institution Curriculum Difficulties Operationalizing the Proposal Guidelines. In the analysis of the first category - Graduates' profile - obtained three subcategories: Adaptation to Reality, General Training and Specific Training. These identified characteristics of the student according to guided by CNCP, we observed that the profile should not be completely generalistic, in order to realize a minimum and primary care without the need for a subsequent specialization. In analyzing the second category - Limitations Profile Graduates - obtained two subcategories: the amplitude profile and clinical competence. In These occurred the challenge of prepare the students to reality and there was teachers' dissatisfaction with the results of practice due to loss in clinical competence of students. In the analysis of the third category - Limitations of Curriculum Institution - was obtained three subcategories: strengths and weaknesses of the curriculum, distribution of workload and student evaluation. These occurred dissatisfaction of teachers with excessive workload of one discipline and a lack of understanding the purposes of the guidelines by teachers, deficiency in the seizure of the contents. In analyzing the fourth category - Difficulties Operationalizing the Proposal Guidelines - obtained six subcategories: interdisciplinarity, knowledge of SF, limitations of the health service, use of educational resources, knowledge of the CNCP and problems in the administrative structure of the course. In these, the teachers worked with diverse active methodologies, creating opportunities for critical intervention, ensuring an innovative training for the student, identified problems in care and consumn materials caused by disability in clinical content and clinical workload. Teachers defend comprehensive education through skills, with the predominance of competence "Health Care" in the syllabus and of "Decision taking" in the disciplines worked. Seeking to ensure proper implementation of the curriculum and quality of education of the student, it was concluded that: the Guidelines by itself are not sufficient to approximate curriculum of the School of Dentistry to reality and social demands; There is need to achieve interdisciplinarity, overcome the deficiencies of the public health service's (SUS) and seek a greater understanding of the purposes of the Guidelines by teachers.

Cross-sectional study with directors and teachers in public schools, municipal and state institutions in the Eastern Region of Goiânia-GO, conducted between April/May 2009 in order to investigate the insertion of the sexuality issue in the school context. Participants were interviewed and the Political Pedagogical Projects (PPP) analyzed. Data were analyzed using Epi-info 6.04. The results showed that every PPP are current and topics covered, but not in cross-sectional way, as recommended by the National Curricular Parameters (NCP), the majority of content worked exclusively in the discipline of biology. Of the 79 teachers interviewed 35.4% were from municipal and 64.6% state network. Of these 50% were under 35 years, 68.4% were female and 40.5% were married. Many have reported having no background in dealing with the theme (75%) in municipal (86.3%) in the state schools, the same as (39.3%) and (27.4%) respectively said they had no experience in this area. More than half reported that the age for discussing the issue is before 12 years (62%) and primary responsibility is the mother (86%). The pregnancy was identified by teachers as a topic of interest for continuing education, and least discussed with the students (35.7%) in municipal and (15.7%) in state schools, (p=0.04). Regarding the method of instruction, reading texts and lecture were the most used. Virtually all students have an interest in the topic sexuality. For teachers, students of the municipal schools (80%) know more about prevention and Sexually Transmitted Diseases (STD), compared with the state school (52.2%), (p=0.02) and there is a higher prevalence of pregnancy among students of the state (92.1%) to municipal schools (71.4%) (p=0.03). The theme is present in the PPP for 78.6% of teachers of municipal and 51% of the state, (p=0.01). Recourse available to teachers of the municipal educational was educative material (53.6%) and internet (35.3%) for the state system (p=0.05).To meet the identified needs in this study, was held the First Training Course on Sex Education in the School Context for teachers and delivery of education kits (Reproductive health and sex education). These materials will serve as input for future work on the advice of nurses from the Family Health Strategy (FHS), attached to these educational institutions. The study showed the importance of continuing education for these teachers, as well as benefiting from investments in continuing education teachers in other areas of the city and state. This research has enabled the strengthening of partnerships between government organizations, through the Departments of State and Municipal Education and Health and Higher Education Institution, with a commitment to continuity of government programs such as SPE and SPE.