Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract Mexico’s school enrolment in the 2021-2022 school year corresponds to 5.07 million students (5.5 % in higher technical and normal levels; 86.2 % in bachelor’s degrees; 7.2 % in specialties and master’s degrees; 1.1 % in doctorates), representing 4 % of the total national population. The article is structured on the basis of the deductive method and with a quantitative archetype; its objective is to determine the correlation between the higher education student population and economic growth and human development. It is hypothesized that higher education will contribute significantly to the achievement of these objectives, in the first instance to try to achieve economic growth, and then to gain access to economic, social, sustainable and human development. The hypothesis was confirmed that in Mexico during the period from 2010 to 2022, the highest number of higher education students can explain 82.6 % of the variations experienced in the increase of the Gross Domestic Product (GDP) or economic growth. It was considered that the highest levels of education in the country (doctorate and master’s degrees) would have a decisive influence on the increase in GDP (economic growth) and a better position in the Human Development Index (HDI), but it turned out that the most influential variable in the estimated linear regressions is enrolment at the bachelor’s degree.

Resumen La matrícula escolar de México en el ciclo escolar 2021-2022 corresponde a 5,07 millones de alumnos (5,5 % en nivel técnico superior y normal, 86,2 % en licenciatura, 7,2 % en especialidad y maestría, y 1,1 % en doctorado), representando el 4 % de la población total nacional. El artículo se estructura con base en el método deductivo y con un arquetipo cuantitativo, teniendo como objetivo conocer el estado de correlación existente entre el universo estudiantil de educación superior con el crecimiento económico y el desarrollo humano. Se parte de la hipótesis que la educación superior contribuirá significativamente al logro de estos objetivos, en primera instancia, para tratar de alcanzar el crecimiento económico, y después, para lograr tener acceso al desarrollo económico, social, sustentable y humano. Se confirmó la hipótesis de que, en México, durante el período de 2010 a 2022, el mayor número de alumnado de nivel superior puede explicar el 82,6 % de las variaciones experimentadas en el aumento del Producto Interno Bruto (PIB) o crecimiento económico. Se consideraba que los más altos niveles de estudios en el país (doctorado y maestría) influirían de forma determinante en el incremento del PIB (crecimiento económico) y en una mejor posición del Índice de Desarrollo Humano (IDH), pero resultó que la variable más influyente en las regresiones lineales estimadas es la matrícula de nivel licenciatura.

Résumé Ce travail présente une analyse historique qui contribue à la connaissance et à la diffusion de la dernière étape de la construction de l’École Nationale des Maîtres, une des plus importantes institutions éducatives du Mexique en matière de formation des enseignants tant par son ancienneté, sa tradition, la taille de sa communauté scolaire et, en particulier, par le patrimoine culturel dont elle dispose : architecture, sculpture et peinture. Tout cela fait partie du sentiment d’identité normaliste. Il s’agit d’une école qui, depuis plus de cent trente-cinq ans, s’est spécialisée dans la formation et la professionnalisation des enseignants de l’enseignement primaire qui ont travaillé avec les enfants mexicains dans pratiquement tout le pays. Son héritage a commencé à el fin du XIXe siècle et se maintient encore au XXIe siècle comme l’un des cinq plus importants normaux du pays. Il convient d’ajouter qu’aujourd’hui encore, c’est le seul établissement d’enseignement supérieur du Mexique à accueillir une réunion de l’Organisation des Nations Unies pour l’éducation, la science et la culture (UNESCO). Jaime Torres Bodet, secrétaire de l’Éducation publique, a joué un rôle central dans tout cela. Quand cela s’est-il produit? Quelles en ont été les causes? Qui, en dehors de Torres Bodet, ¿en est responsable? Quelles en sont les principales conséquences? Voilà quelques-unes des questions qui seront examinées dans le cadre de cette enquête.

Streszczenie W tej pracy proponuje się analizę historyczną, która przyczyni się do lepszego zrozumienia i rozpowszechnienia ostatniego etapu budowy Benemérita Escuela Nacional de Maestros, jednej z najważniejszych instytucji edukacyjnych w Meksyku pod względem szkolenia nauczycieli, zarówno ze względu na jej starożytność, tradycję, wielkość społeczności szkolnej, jak i zwłaszcza ze względu na jej dziedzictwo kulturowe, obejmujące architekturę, rzeźbę i malarstwo. Wszystko to jako część normalistycznej tożsamości. Jest to szkoła, która od ponad sto trzydziestu pięciu lat specjalizuje się w szkoleniu i profesjonalizacji nauczycieli szkół podstawowych, którzy praktycznie na całym terytorium kraju prowadzą swoją pracę zawodową z meksykańskimi dziećmi. Jej dziedzictwo rozpoczęło się pod koniec XIX wieku i nadal, w XXI wieku, pozostaje jedną z pięciu najważniejszych szkół normalnych w kraju. Należy dodać, że do dziś jest to jedyna instytucja szkolnictwa wyższego w Meksyku, która była także miejscem spotkań Organizacji Narodów Zjednoczonych ds. Edukacji, Nauki i Kultury (UNESCO). W całym tym procesie kluczową rolę odegrał wówczas pełniący funkcję sekretarza Edukacji Publicznej Jaime Torres Bodet. Kiedy to się wydarzyło? Jakie były przyczyny tego spotkania? Kto oprócz Torres Bodeta był głównymi odpowiedzialnymi za to? Jakie były jego główne konsekwencje? To tylko niektóre z pytań, które zostaną przeanalizowane w tej pracy badawczej.

Resumen En este trabajo se plantea un análisis histórico que contribuya en el conocimiento y divulgación de la última etapa de construcción de la Benemérita Escuela Nacional de Maestros, una de las instituciones educativas más importantes de México en materia de formación de docentes tanto por su antigüedad, su tradición, el tamaño de su comunidad escolar y, especialmente, por el patrimonio cultural con el que cuenta: arquitectura, escultura y pintura. Todo eso como parte del sentido de identidad normalista. Se trata de una escuela que desde hace más de ciento treinta y cinco años se ha especializado en la formación y profesionalización de los docentes de educación primaria, quienes han desarrollado su labor profesional con la niñez mexicana prácticamente en toda la nación. Su legado comenzó a finales del siglo XIX y todavía en el XXI se mantiene como una de las cinco normales más importantes del país. A lo anterior debe agregarse que, aún hoy, es la única institución de educación superior en México que también ha fungido como sede para una reunión de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). En todo esto desempeñó un papel central quien en ese momento fungía como secretario de Educación Pública, Jaime Torres Bodet. ¿Cuándo ocurrió eso? ¿Cuáles fueron las causas que propiciaron esa reunión? ¿Quiénes fueron, además de Torres Bodet, los principales responsables de ello? ¿Cuáles sus principales consecuencias? Estas son algunas de las interrogantes que se revisarán en esta investigación.

Abstract This paper proposes a historical analysis that contributes to the knowledge and dissemination of the last stage of construction of the Benemérita Escuela Nacional de Maestros, one of the most important educational institutions in Mexico in terms of teacher training due to its antiquity, tradition, the size of its school community and, especially, because of its cultural heritage: architecture, sculpture, and painting. All this shapes the normalista sense of identity. It is a school that, for more than 135 years, has specialized in the training and professionalization of primary education teachers, who have carried out their professional work with Mexican children nationwide. Its legacy began at the end of the 19th century and still in the 21st century it remains one of the five most important Normal (teacher training) schools in the country. It should be added that even today, it is the only institution of higher education in Mexico that has also served as the venue for a meeting of the United Nations Educational, Scientific and Cultural Organization (UNESCO). A central figure in all of this was Jaime Torres Bodet, who was serving as Secretary of Public Education at that time. When did this happen? What were the causes that led to that meeting? Who were, besides Torres Bodet, the main responsible parties? What were its main consequences? These are some of the questions that will be addressed in this study.

Abstract The professions related to the care of users are those that manifest higher levels of stress historically, an element that increases when the attention is to more than one beneficiary at a time, one of these careers is teaching, because day by day teachers develop their work avoiding various social phenomena such as the different types of violence that are experienced inside the school, exclusion, varied family models, conflicts, lack of resources, inequality, to name a few. This outlines a scenario full of demands for the teacher which represents an emotional charge that promotes the suffering of stress. The purpose of this paper is to identify the stress coping mechanisms and socio-emotional competencies with which they are linked in a group of normal students, through a non-experimental cross-sectional-descriptive quantitative study, carried out in July 2020, with a sample of 226 students. To this end, two instruments were applied, one that measured the situations that arise in life and that are assessed as stressful, and as a second instrument, a socio-formative analytical rubric of socio-emotional competencies was applied, which includes inter- and intrapersonal competencies. Among the findings, students show a moderate level of stress, on socio-emotional competencies it was found that the areas of immediate attention are social awareness and empathy. Some of the conclusions are to emphasize the formation of socio-emotional competencies and their potentiation in the educational system, as well as the approach of not working separately.

Resumen Las profesiones relacionadas con el cuidado a usuarios son las que manifiestan mayores niveles de estrés históricamente, elemento que se incrementa cuando la atención es a más de un beneficiario a la vez, una de esas carreras es la docencia, debido a que día a día profesores desarrollan su labor sorteando diversos fenómenos sociales como los distintos tipos de violencia que se viven al interior de la escuela, exclusión, modelos familiares variados, conflictos, carencia de recursos, desigualdad, por nombrar algunos. De ahí que, exista un escenario profesional lleno de demandas para el docente que representa una carga emocional que promueve el padecimiento de estrés. El objetivo de la presente es establecer la relación entre el afrontamiento del estrés y el dominio de competencias socioemocionales con las que cuentan un grupo de estudiantes normalistas, mediante un estudio cuantitativo no experimental transversal-descriptivo, realizado en julio del 2020, con una muestra de 226 estudiantes. Para ello, se aplicaron dos instrumentos, uno que midió las situaciones que se presentan en la vida y que se valoran como estresantes y como segundo instrumento se aplicó una rúbrica analítica socioformativa de competencias socioemocionales que comprende competencias inter e intrapersonales. Dentro de los hallazgos los estudiantes muestran un nivel moderado de estrés, sobre las competencias socioemocionales se encontró que las áreas de atención inmediata son la conciencia social y la empatía. Algunas de las conclusiones son enfatizar la formación de competencias socioemocionales y su potencialización en el sistema educativo, así como el planteamiento de no trabajarse por separado.

Abstract Introduction: Nutritional status, body composition and eating habits are relevant for eligibility, training, and naval career progression, due to the influence of these factors have on the physical and mental health and sports performance of recruits. Objective: To describe and evaluate the nutritional status, body composition and eating behavior of first-year students of the “Alejandro Navarrete Cisterna” Naval School in Talcahuano. Methods: Non-experimental cross-sectional study of 781 recruits. Anthropometric and body composition evaluation was carried out by trained nutritionists, and the self-report Eating Habits Survey was applied. Results: Age 19.2 ± 1.47 years, 35.7% women. According to nutritional status, a higher percentage of overweight and obesity was observed in women compared to men. BMI was related to body composition; women had a mean BMI of overweight with a higher percentage of body fat and a lower percentage of muscle mass. Eating behavior was significantly related to nutritional status, with compliance of: dairy consumption, legume consumption, daily dinner and non-consumption of alcoholic beverages being higher in normal weight recruits than in those with overweight and obesity. Conclusion: The naval recruits had a higher normal weight, less obesity and better eating behavior than the general population, possibly due to the physical and nutritional preparation in the initial period of naval training.

Resumen Introducción: El estado nutricional, la composición corporal y los hábitos alimentarios son relevantes para la elegibilidad, entrenamiento y progresión de la carrera naval, por la influencia que tienen estos factores sobre la salud física, mental y rendimiento deportivo de los reclutas. Objetivo: Describir y evaluar el estado nutricional, la composición corporal y la conducta alimentaria de estudiantes de primer año de la Escuela de Grumetes “Alejandro Navarrete Cisterna” de Talcahuano. Métodos: Estudio no experimental de corte transversal a 781 grumetes. Se realizó evaluación antropométrica y de composición corporal por nutricionistas entrenadas, y se aplicó la Encuesta sobre Hábitos Alimentarios de autorreporte. Resultados: Edad 19,2 ± 1,47 años, 35,7% mujeres. Según el estado nutricional, se observó un mayor porcentaje de sobrepeso y obesidad en mujeres comparado con los hombres. El IMC se relacionó directamente con la composición corporal; las mujeres presentaron una media de IMC de sobrepeso con mayor porcentaje de grasa corporal y menor porcentaje de masa muscular. La conducta alimentaria se relacionó con estado nutricional significativamente, siendo los cumplimientos de: consumo de lácteos, consumo de legumbres, cena diariamente y no consumo de bebidas alcohólicas más altos en reclutas normopeso que en aquellos con sobrepeso y obesidad. Conclusión: Los grumetes presentaron mayor normopeso, menor obesidad y mejor conducta alimentaria que la población general, debido posiblemente a la preparación física y nutricional en el periodo inicial de la instrucción naval.

Résumé Les écoles normales de la ville de Buenos Aires et de notre pays, possèdent, dans leurs fonds documentaires, de précieuses typologies spécifiques. L'étude et la réflexion sur ces documents favorisent l'analyse de la tradition et de l'innovation pédagogiques conçues pour la formation des enseignants et pour la mise en œuvre dans leurs départements d’application. L'écriture des histoires institutionnelles reconnaît les intrigues du système éducatif fondateur de notre pays, et nous permet d’analyser les subjectivités dans l'éducation des enfants, des jeunes et des adultes. L'historiographie de l'enseignement des différents domaines du savoir a constitué l'arrière-plan du programme scolaire actuel et les documents pédagogiques didactiques nous permettent de le retracer. pays possèdent documentaires spécifiques Létude L étude lanalyse l analyse linnovation innovation dapplication. dapplication d application. application d’application Lécriture écriture danalyser analyser léducation éducation enfants adultes Lhistoriographie historiographie lenseignement enseignement larrièreplan arrière plan retracer

Resumo As Escolas Normais da Cidade de Buenos Aires e do país possuem, em seus acervos documentais, valiosas tipologias específicas. O estudo e reflexão destes documentos auspiciam a análise da tradição e inovação pedagógica que foram desenhadas para a formação de professores e para a implementação em seus departamentos de aplicação. A escrita das histórias institucionais reconhece as tramas do sistema educacional fundacional de nosso país interpelando as subjetividades na educação de crianças, jovens e adultos. A historiografia do ensino das diferentes áreas do conhecimento conformou os antecedentes do parâmetro curricular escolar atual que os documentos pedagógicos didáticos nos permitem desandar. possuem documentais específicas aplicação crianças adultos desandar

Abstract Higher Normal Schools on Buenos Aires and the whole territory of Argentine have valuable types of documents in their archives. The study and observation of these documents should reveal an interesting analysis of tradition and innovation in teaching. These pedagogical innovation was created for training teachers in order to apply it on their implementing departments. Be able to write institutional histories should show how the complex structure of the foundational educational system was in our country. For achieving this, we will appeal to the subjectivities of the education on children, young and old people. The teaching historiography of different knowledge areas created the current background of the school curriculum. The educational didactic and pedagogical documents should allow us to retrace it. archives departments country this children people curriculum

Resumen Las Escuelas Normales de la Ciudad de Buenos Aires y del país poseen, en sus fondos documentales, valiosas tipologías específicas. El estudio y reflexión de estos documentos auspician el análisis de la tradición e innovación pedagógica que se diseñaron para la formación de maestros y para la implementación en sus departamentos de aplicación. La escritura de las historias institucionales reconocen las tramas del sistema educativo fundacional de nuestro país, interpelando las subjetividades en la educación de niños, jóvenes y adultos. La historiografía de la enseñanza de las diferentes áreas del conocimiento conformaron los antecedentes del curriculum escolar actual que los documentos pedagógicos didácticos nos permiten desandar. poseen documentales específicas aplicación niños adultos desandar

RESUMO: Este artigo traz a análise das características da expansão dos cursos de Pedagogia no Brasil, especialmente na última década, com base em dados do Censo da Educação Superior e do Exame Nacional do Desempenho do Estudante (Enade), do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), atualizados até 2021. O processo de expansão do curso de Pedagogia segue duas tendências: em nível macro, tem-se o processo de crescimento da educação privada de nível superior, especialmente concentrada em poucos grupos financeirizados; em nível micro, tem-se um conjunto de induções legais para que a formação de professores ocorra em nível superior e a consolidação do curso de Pedagogia como lugar privilegiado da formação de professores para a Educação Infantil e os anos iniciais do Ensino Fundamental em oposição a outros cursos como o Normal Superior. Os resultados apresentados por este trabalho apontam para o que foi aqui denominado como “deformação em larga escala”, considerando a crescente concentração das matrículas em universidades privadas centradas quase que exclusivamente no ensino (com pouca articulação com pesquisa e extensão), em cursos a distância, com altas taxas de evasão e baixas notas no Enade na comparação com instituições públicas federais e estaduais. RESUMO Brasil década Enade, , (Enade) Inep, Inep (Inep) 2021 tendências macro temse tem se financeirizados micro deformação escala, escala escala” extensão, extensão extensão) distância estaduais (Enade (Inep 202 20 2

ABSTRACT: This paper brings the analysis of characteristics of the expansion of Pedagogy courses in Brazil, especially in the last decade, based on data from the Higher Education Census and the National Student Performance Exam (known by the acronym ENADE, in Portuguese), from the National Institute of Educational Studies and Research Anísio Teixeira (INEP), updated until 2021. The process of expansion of the Pedagogy course follows two trends: at a macro level, there is the process of growth in private Higher Education, especially concentrated in a few financialized groups; at the micro level, there is a set of legal inductions for teacher education to take place at a higher level and the consolidation of the Pedagogy course as a privileged place for teacher education for Early Childhood Education and early grades of Elementary School as opposed to other courses like the course of Normal Colleges (Teacher training colleges which prepare teachers for Elementary School). The results presented by this work point to what was here called “large-scale deformation”, considering the increasing concentration of enrollments in private universities focused almost exclusively on teaching (with little articulation with research and extension), in distance learning courses, with high dropout rates and low scores in ENADE compared to federal and state public institutions. ABSTRACT Brazil decade known Portuguese, Portuguese , Portuguese) INEP, INEP (INEP) 2021 trends groups Teacher School. . School) largescale large scale deformation, deformation deformation” extension, extension extension) institutions (INEP 202 20 2

RESUMEN: Este artículo trae el análisis de las características de la expansión de los cursos de pedagogía en Brasil, especialmente en la última década, con base en datos del Censo de la Educación Superior y del Examen Nacional de Desempeño del Estudiante (Enade), del Instituto Nacional de Estudios e Investigaciones Educativas Anísio Teixeira (Inep), actualizados hasta 2021. El proceso de expansión del curso de Pedagogía sigue dos tendencias: a nivel macro, hay un proceso de crecimiento de la educación privada de nivel superior, especialmente concentrada en unos pocos grupos financierizados; a nivel micro, existe un conjunto de inducciones legales para que la formación de profesores ocurra en nivel superior y la consolidación de la carrera de pedagogía como lugar privilegiado para la formación de profesores de Educación Infantil y años iniciales de la Enseñanza Primaria en oposición a otros cursos como el curso normal superior. Los resultados presentados por este trabajo apuntan a lo que aquí se ha denominado “deformación a gran escala”, considerando la creciente concentración de las matrículas en universidades privadas enfocadas casi exclusivamente a la enseñanza (con poca articulación con investigación y extensión), en cursos a distancia, con alta índices de deserción y puntajes bajos de Enade en comparación con las instituciones públicas federales y estatales. RESUMEN Brasil década Enade, , (Enade) Inep, Inep (Inep) 2021 tendencias macro financierizados micro deformación escala, escala escala” extensión, extensión extensión) distancia estatales (Enade (Inep 202 20 2

Abstract Objective: to investigate factors associated with digital health literacy, hand hygiene knowledge and behavior among Brazilian adolescents during the COVID-19 pandemic. Method: cross-sectional study with 473 adolescents aged 15 to 19. Data were collected virtually between June and August 2021 through a questionnaire on sociodemographic characteristics, digital health literacy, knowledge and behavior regarding hand hygiene. Variables were adjusted using multiple linear regression models with normal response. Results: the average digital health literacy score was 29.89 ±5.30; for hand hygiene knowledge and behavior was 13.1 ±1.5 and 11.1±2.7, respectively. Higher knowledge and behavior scores for hand hygiene were associated with having completed high school, compared to those attending college, among those who attend health courses, seek information about the pandemic and in scientific articles. Higher digital health literacy scores in adolescents who did not wear masks when playing sports (p= 0.017). There was an association between digital health literacy and knowledge (p = 0.000) and behavior (p = 0.000) regarding hand hygiene. Conclusion: there is an association between higher digital health literacy scores and hand hygiene knowledge and behavior. Objective COVID19 COVID 19 COVID-1 Method crosssectional cross sectional 47 1 202 characteristics response Results 2989 29 89 29.8 ±5.30 530 5 30 131 13 13. ±1. 11127 11 2 7 11.1±2.7 respectively school college courses articles p= p 0.017. 0017 0.017 . 0 017 0.017) 0.000 0000 000 Conclusion COVID1 COVID- 4 20 298 8 29. ±5.3 53 3 ±1 1112 11.1±2. 001 0.01 01 0.00 00 ±5. ± 111 11.1±2 0.0 ±5 11.1± 0. 11.1 11.

Resumo Objetivo: investigar fatores associados ao letramento digital em saúde, o conhecimento e comportamento para higienização das mãos de adolescentes brasileiros na pandemia de COVID-19. Método: estudo transversal realizado com 473 adolescentes de 15 a 19 anos. Os dados foram obtidos virtualmente, entre junho e agosto de 2021, por meio de questionário sobre características sociodemográficas, letramento digital em saúde, conhecimento e comportamento para higienização das mãos. Variáveis foram ajustadas por modelos de regressão linear múltipla com resposta normal. Resultados: a pontuação média de letramento digital em saúde foi de 29,89 ±5,30. Para o conhecimento e comportamento na higienização das mãos foi de 13,1 ±1,5 e 11,1±2,7, respectivamente. Maiores pontuações de conhecimento e comportamento na higienização das mãos se associaram ao ensino médio finalizado, isto se comparados aos que cursam faculdade, aos que frequentam curso em saúde, aos que buscam informações sobre a pandemia e em artigos científicos. Além disso, houve maiores pontuações do letramento digital em saúde em adolescentes que não utilizavam máscaras quando praticavam esporte (p= 0,017). Houve associação entre letramento digital em saúde e conhecimento (p = 0,000) e comportamento (p = 0,000) para higienização das mãos. Conclusão: existe associação entre maiores escores de letramento digital em saúde e o conhecimento e comportamento para a higienização das mãos. Objetivo COVID19. COVID19 COVID 19. COVID-19 Método 47 1 anos virtualmente 2021 sociodemográficas normal Resultados 2989 29 89 29,8 530 5 30 ±5,30 131 13 13, ±1, 11127 11 2 7 11,1±2,7 respectivamente finalizado faculdade científicos disso p= p 0,017. 0017 0,017 . 0 017 0,017) 0,000 0000 000 Conclusão COVID1 COVID-1 4 202 298 8 29, 53 3 ±5,3 ±1 1112 11,1±2, 001 0,01 01 0,00 00 COVID- 20 ±5, ± 111 11,1±2 0,0 ±5 11,1± 0, 11,1 11,

Resumen Objetivo: investigar factores asociados a la literacidad digital en salud, el conocimiento y comportamiento para la higienización de las manos de adolescentes brasileños en la pandemia COVID-19. Método: estudio transversal con 473 adolescentes de 15 a 19 años. Los datos fueron recogidos virtualmente entre junio y agosto de 2021 mediante un cuestionario de características sociodemográficas, literacidad digital en salud, conocimiento y comportamiento para la higienización de las manos. Las variables fueron ajustadas por modelos de regresión lineal múltiple con respuesta normal. Resultados: la puntuación media de literacidad digital en salud fue de 29,89 ±5,30; para el conocimiento y comportamiento para la higienización de las manos fue de 13,1 ±1,5 y 11,1±2,7, respectivamente. Mayores puntuaciones de conocimiento y comportamiento para higienización de las manos se asociaron con enseñanza secundaria finalizada, comparados a los que cursan universidad, entre los que asisten a cursos en salud, buscan información sobre la pandemia y en artículos científicos. Mayores puntuaciones de literacidad digital en salud en adolescentes que no utilizaban mascarillas cuando practicaban deporte (p= 0,017). Hubo asociación entre literacidad digital en salud y conocimiento (p = 0,000) y comportamiento (p = 0,000) para higienización de las manos. Conclusión: existe asociación entre mayores puntuaciones de literacidad digital en salud y el conocimiento y comportamiento para la higienización de las manos. Objetivo COVID19. COVID19 COVID 19. COVID-19 Método 47 1 años 202 sociodemográficas normal Resultados 2989 29 89 29,8 ±5,30 530 5 30 131 13 13, ±1, 11127 11 2 7 11,1±2,7 respectivamente finalizada universidad científicos p= p 0,017. 0017 0,017 . 0 017 0,017) 0,000 0000 000 Conclusión COVID1 COVID-1 4 20 298 8 29, ±5,3 53 3 ±1 1112 11,1±2, 001 0,01 01 0,00 00 COVID- ±5, ± 111 11,1±2 0,0 ±5 11,1± 0, 11,1 11,

ABSTRACT Purpose To verify the risk of pediatric eating disorders in preschoolers who were born prematurely and relate it to neonatal aspects, breastfeeding and oral habits. Methods Descriptive and longitudinal study. The sample was made up of preschoolers who were born prematurely and who were followed up until 24 months of corrected age. Data collection consisted of analysis of medical records, interviews and application of the Brazilian Infant Feeding Scale (EBAI). Results 19 preschoolers participated, with a mean age of 5.11±0.51, born prematurely (gestational age of 32.05 ± 3.26 weeks), healthy and with normal oral motor function at 2 years of corrected age. The application of the EBAI made it possible to identify the risk of pediatric eating disorders in 31.57% of the sample. There was no difference between the groups with and without risk of pediatric eating disorders regarding neonatal variables, breastfeeding and oral habits. Only the variable feeding time during the neonatal hospitalization period showed a difference between the groups, being higher in children who were not at risk for pediatric eating disorders. Conclusion The risk of pediatric eating disorders occurred in almost a third of pre-school-age premature infants. The dietary transition time during the neonatal hospitalization period was the only variable that showed a difference between the groups with and without risk of pediatric eating disorders. Thus, one may consider that, the moment of introduction of oral feeding and the way in which the diet progresses until the full oral route, during neonatal hospitalization, may be related to eating behavior in other phases of child development. aspects habits study records EBAI. . (EBAI) 1 participated 511051 5 11 0 51 5.11±0.51 gestational 3205 32 05 32.0 326 3 26 3.2 weeks, weeks , weeks) 3157 31 57 31.57 variables preschoolage pre school infants Thus route development (EBAI 51105 5.11±0.5 320 32. 3. 315 31.5 5110 5.11±0. 31. 511 5.11±0 5.11± 5.11 5.1 5.

RESUMO Objetivo verificar o risco de distúrbio alimentar pediátrico em pré-escolares que nasceram prematuros e relacionar com os aspectos neonatais, de aleitamento materno e de hábitos orais. Métodos estudo descritivo e longitudinal. A amostra foi composta por pré-escolares que nasceram prematuros e que foram acompanhados até os 24 meses de idade corrigida. A coleta de dados consistiu em análise de prontuários, entrevista e aplicação da Escala Brasileira de Alimentação Infantil. Resultados participaram 19 pré-escolares, com média de idade de 5 anos e 1 mês, nascidos prematuros (idade gestacional de 32 semanas), saudáveis e com função motora oral normal aos 2 anos de idade corrigida. A aplicação da escala permitiu identificar risco de distúrbio alimentar pediátrico em 31,57% da amostra. Não houve diferença entre os grupos com e sem risco do distúrbio quanto às variáveis neonatais, de aleitamento materno e de hábitos orais. Apenas a variável tempo de transição alimentar no período de internação neonatal apresentou diferença entre os grupos, sendo maior em crianças que não apresentaram risco para o distúrbio. Conclusão O risco de distúrbio alimentar pediátrico ocorreu em quase um terço dos prematuros em idade pré-escolar. O tempo de transição alimentar no período de internação neonatal foi a única variável que apresentou diferença entre os grupos com e sem risco para o distúrbio. Assim, pode-se refletir que o momento de introdução da alimentação oral e a forma de progressão da dieta até a via oral plena na internação neonatal podem ter relação com o comportamento alimentar em outras fases do desenvolvimento infantil. préescolares pré escolares neonatais orais longitudinal corrigida prontuários Infantil préescolares, escolares, mês 3 semanas, semanas , semanas) 3157 31 57 31,57 préescolar. préescolar escolar. escolar pré-escolar Assim podese pode se infantil 315 31,5 31,

Resumen El objetivo de este estudio fue caracterizar los estilos de aprendizaje (EA) de estudiantes de la Universidad Autónoma Chapingo (UACh) para comparar los programas por competencias (propedéutico) y por objetivos (preparatoria agrícola). Se aplicó el “Cuestionario Honey-Alonso de estilos de aprendizaje” (Chaea), que evalúa cuatro categorías: activo, reflexivo, teórico, y pragmático, para identificar los EA de 339 estudiantes (199 hombres y 140 mujeres). La edad promedio de los estudiantes fue de 19.2 ± 2.8 años y provenían de los propedéuticos localizados en Texcoco, Tabasco, Veracruz y Yucatán. Se preparó una base de datos que se analizó con el programa JASP. Además, se realizó un análisis de varianza, los baremos de interpretación, se calculó la consistencia interna y se evaluó la correlación entre los EA. Se observó similitud en los promedios de los EA reflexivo, teórico y pragmático y se observaron diferencias (p < 0.05) en el promedio de calificaciones a favor del programa por competencias desarrollado con propedéutico (8.8 ± 0.74) y menor valor en el programa por objetivos en preparatoria (8.5 ± 0.54). Los resultados generales mostraron que el EA activo (11.8 ± 3.1) tuvo el menor puntaje del baremo realizado. El reflexivo (14.7 ± 2.9), teórico (13.6 ± 2.9) y pragmático (13.6 ± 3.0) tuvieron similares valores. Todos los EA tuvieron una distribución normal y la consistencia interna fue aceptable. Se concluye que los EA reflexivo, teórico y pragmático de los programas por objetivos y por competencias fueron similares. En el estilo activo los estudiantes por objetivos tuvieron mayor valor que los de competencias.

Abstract The objective of this study was to characterize the learning styles (EA) of upper secondary education students and to compare the programs by competencies (propaedeutic) and by objectives (agricultural preparatory) of the Universidad Autónoma Chapingo (UACh). The Honey-Alonso questionnaire of learning styles (Chaea) was applied with which four categories are evaluated: Active, reflective, theoretical, and pragmatic to identify the EA of 339 students (199 men and 140 women). with an average age of 19.2 ± 2.8 years, from the headquarters located in Texcoco, Tabasco, Veracruz and Yucatán. A database was prepared and analyzed with the JASP program. In addition, an analysis of variance was performed, the interpretation scales, the internal consistency was calculated and the correlation between the EA was evaluated. Similarity was observed in the averages of the reflective, theoretical and pragmatic styles and differences (P < 0.05) were observed in the average grades in favor of the competency-based program developed with propaedeutic (8.77 ± 0.74) and lower value in the program by objectives in high school (8.5 ± 0.54). The general results show that the active EA (11.8 ± 3.1) had the lowest score of the scale made. The reflective (14.7 ± 2.9), theoretical (13.6 ± 2.9) and pragmatic (13.6 ± 3.0) had similar values. All EA had a normal distribution and the internal consistency was acceptable. It is concluded that the reflective, theoretical and pragmatic EA of the programs by objectives and by competencies were similar. In the active style, the students by objectives had higher value than those of competencies.

Resumo O objetivo deste estudo foi caracterizar os estilos de aprendizagem (EA) dos alunos da Universidade Autônoma de Chapingo (UACh) para comparar os programas por competências (propedêutica) e por objetivos (ensino médio agrícola). Foi aplicado o "Questionário Honey-Alonso de estilos de aprendizagem" (Chaea), que avalia quatro categorias: ativa, reflexiva, teórica e pragmática, para identificar a EA de 339 alunos (199 homens e 140 mulheres). A idade média dos alunos foi de 19,2 ± 2,8 anos e eles vieram de escolas preparatórias localizadas em Texcoco, Tabasco, Veracruz e Yucatán. Um banco de dados foi preparado e analisado com o programa JASP. Além disso, foi realizada análise de variância, escalas de interpretação, calculada a consistência interna e avaliada a correlação entre os EAs. Observou-se semelhança nas médias da EA reflexiva, teórica e pragmática e diferenças (p < 0,05) foram observadas nas notas médias a favor do programa por competências desenvolvidas com propedêutica (8,8 ± 0,74) e menor valor no programa por objetivos no ensino médio (8,5 ± 0,54). Os resultados gerais mostraram que o EA ativo (11,8 ± 3,1) teve a menor pontuação na escala realizada. O reflexivo (14,7 ± 2,9), teórico (13,6 ± 2,9) e pragmático (13,6 ± 3,0) tiveram valores semelhantes. Todos os EAs tiveram distribuição normal e consistência interna aceitável. Conclui-se que a EA reflexiva, teórica e pragmática dos programas por objetivos e por competências foram semelhantes. No estilo ativo, os alunos por objetivos tiveram um valor maior do que os por competências.

RESUMEN El propósito de este artículo es comparar dos escuelas normales públicas del sistema de formación inicial de docentes en México, en el marco de la implementación del programa de política educativa que busca integrarlas en sus funciones a la educación superior. Mediante un estudio de casos exploratorio, se realizaron un análisis documental y entrevistas semiestructuradas a exdirectores, profesores y un exsecretario delegacional del Sindicato Nacional de Trabajadores de la Educación. Los resultados muestran que la docencia forma parte de su quehacer cotidiano; que la investigación dista de consolidarse, porque no es un requisito para el ingreso; que la difusión se limita a aspectos culturales, deportivos y cívicos; y que la gestión en una escuela está sujeta a que la dirección considere que puede atender la política y de su convicción para efectuarla, a diferencia de la otra, en donde la gestión está cimentada. La implementación de la política ha logrado avances incipientes, pero los problemas comunes de las escuelas normales requieren de atención diferenciada. Se recomienda que, cuando la política no sea cercana a sus prácticas cotidianas, se complemente con orientaciones y lineamientos que guíen la operación. Con el apoyo de fundamentos teóricos, la investigación favorece el análisis de lo que ocurre no solo en escuelas de México, sino también de otros países de Hispanoamérica.

ABSTRACT The purpose of this article is to compare two public normal schools of the initial teacher training system in Mexico, within the framework of the implementation of the educational policy program that seeks to integrate them into higher education in their functions. Through an exploratory case study, a documentary analysis was carried out and semi-structured interviews were carried out with former directors, former delegational secretary of the Sindicato Nacional de Trabajadores de la Educación (SNTE) and teachers. The results show that teaching is part of their daily work; research is far from being consolidated, because it is not a requirement for entry; The dissemination is limited to cultural, sporting and civic aspects, and the management in a school is subject to the management considering that it can address the policy and its conviction to carry it out, unlike the other where said management is based. The implementation of the policy has achieved incipient progress, where the common problems of normal schools require differentiated attention. It is recommended that, when the policy is not close to its institutionalized practices, it be complemented with guidelines and guidelines that guide the operation. With the support of theoretical foundations, the research favors the analysis of what happens not only in schools in Mexico, but in other Latin American countries.

RESUMEN Introducción: Según las investigaciones recientes, los estudiantes universitarios presentan una disminución de la forma física y un aumento de la tasa de obesidad, y la tasa de obesidad seguirá aumentando con el tiempo. Objetivo: Estudiar el efecto del entrenamiento de fuerza de alta intensidad sobre la optimización muscular y la recuperación metabólica en estudiantes universitarios. Métodos: Este trabajo adopta el método de control experimental. Un grupo experimental realizó el entrenamiento de fuerza de alta intensidad y completó el proceso de entrenamiento con la ayuda del equipamiento existente en el gimnasio de nuestro colegio. El grupo de control utilizó el entrenamiento aeróbico normal para completar el entrenamiento de carrera y otros movimientos en atletismo. El grupo experimental y el grupo de control se entrenaron tres veces por semana durante una hora cada vez. Resultados: En el grupo experimental, la extensión de la articulación del codo del brazo izquierdo se optimizó a (18,405 ± 2,8878) kg después del experimento, P<0,05; la extensión de la articulación de la rodilla de la pierna derecha se optimizó a (38,754 ± 6,6556) kg después del experimento, P<0,01; el colesterol total sérico se optimizó a (3,682 ± 0,2643) mmol/L después del experimento, P<0,01. Conclusión: El entrenamiento de fuerza de alta intensidad, en comparación con el entrenamiento aeróbico ordinario, tiene un mejor efecto optimizador sobre los indicadores de los estudiantes universitarios y una mayor eficacia del ejercicio. Nivel de evidencia II; Estudios terapéuticos - investigación de los resultados del tratamiento. Introducción recientes tiempo Objetivo Métodos colegio atletismo vez Resultados 18,405 18405 18 405 (18,40 2,8878 28878 2 8878 experimento P<0,05 P005 P 0 05 38,754 38754 38 754 (38,75 6,6556 66556 6 6556 P<0,01 P001 01 3,682 3682 3 682 (3,68 0,2643 02643 2643 mmolL mmol L Conclusión ordinario ejercicio II tratamiento 18,40 1840 1 40 (18,4 2,887 2887 887 P<0,0 P00 38,75 3875 75 (38,7 6,655 6655 655 3,68 368 68 (3,6 0,264 0264 264 18,4 184 4 (18, 2,88 288 88 P<0, P0 38,7 387 7 (38, 6,65 665 65 3,6 36 (3, 0,26 026 26 18, (18 2,8 28 8 P<0 38, (38 6,6 66 3, (3 0,2 02 (1 2, P< 6, ( 0,

ABSTRACT Introduction: Recent studies shows that college students have decreased physical fitness and increased obesity rates, and the rate of obesity will continue to increase over time. Objective: Study the effect of high-intensity strength training on college students’ muscle optimization and metabolic recovery. Methods: This paper adopts the experimental control method. An experimental group performed high-intensity strength training and completed the training with the help of the existing equipment in our school's gym. The control group used normal aerobic training to complete the running training and other movements in athletics. The experimental and control groups were trained three times a week for one hour at a time. Results: In the experimental group, left arm elbow joint extension was optimized to (18.405 ± 2.8878) kg after the experiment, P<0.05; right leg knee joint extension was optimized to (38.754 ± 6.6556) kg after the experiment, P<0.01; serum total cholesterol was optimized to (3.682 ± 0.2643) mmol/L after the experiment, P<0.01. Conclusion: High-intensity strength training, when compared with ordinary aerobic training, has a better optimizing effect on college students’ indicators and higher exercise efficiency. Level of evidence II; Therapeutic studies - investigation of treatment outcomes. Introduction rates time Objective highintensity high intensity recovery Methods method schools school s gym athletics Results 18.405 18405 18 405 (18.40 2.8878 28878 2 8878 experiment P<0.05 P005 P 0 05 38.754 38754 38 754 (38.75 6.6556 66556 6 6556 P<0.01 P001 01 3.682 3682 3 682 (3.68 0.2643 02643 2643 mmolL mmol L Conclusion Highintensity High efficiency II outcomes 18.40 1840 1 40 (18.4 2.887 2887 887 P<0.0 P00 38.75 3875 75 (38.7 6.655 6655 655 3.68 368 68 (3.6 0.264 0264 264 18.4 184 4 (18. 2.88 288 88 P<0. P0 38.7 387 7 (38. 6.65 665 65 3.6 36 (3. 0.26 026 26 18. (18 2.8 28 8 P<0 38. (38 6.6 66 3. (3 0.2 02 (1 2. P< 6. ( 0.

RESUMO Introdução: Segundo consta nas pesquisas recentes, os estudantes universitários têm diminuído a aptidão física e aumentado a taxa de obesidade, e o índice de obesidade permanecerá aumentando com o tempo. Objetivo: Estudar o efeito do treinamento de força de alta intensidade sobre a otimização muscular e a recuperação metabólica dos estudantes universitários. Métodos: Este trabalho adota o método experimental de controle. Um grupo experimental realizou o treinamento de força de alta intensidade e completou o processo de treinamento com a ajuda do equipamento existente na academia da nossa escola. O grupo de controle usou o treinamento aeróbico normal para completar o treino de corrida e outros movimentos no atletismo. O grupo experimental e o grupo de controle foram treinados três vezes por semana durante uma hora de cada vez. Resultados: No grupo experimental, a extensão da articulação do cotovelo do braço esquerdo foi otimizada para (18,405 ± 2,8878) kg após o experimento, P<0,05; a extensão da articulação do joelho da perna direita foi otimizada para (38,754 ± 6,6556) kg após o experimento, P<0,01; o colesterol total sérico foi otimizado para (3,682 ± 0,2643) mmol/L após o experimento, P<0,01. Conclusão: O treinamento de força de alta intensidade, quando comparado com o treinamento aeróbico comum, tem um melhor efeito de otimização nos indicadores dos estudantes universitários e uma maior eficiência no exercício. Nível de evidência II; Estudos terapêuticos - investigação dos resultados do tratamento. Introdução recentes tempo Objetivo Métodos escola atletismo vez Resultados 18,405 18405 18 405 (18,40 2,8878 28878 2 8878 experimento P<0,05 P005 P 0 05 38,754 38754 38 754 (38,75 6,6556 66556 6 6556 P<0,01 P001 01 3,682 3682 3 682 (3,68 0,2643 02643 2643 mmolL mmol L Conclusão comum exercício II tratamento 18,40 1840 1 40 (18,4 2,887 2887 887 P<0,0 P00 38,75 3875 75 (38,7 6,655 6655 655 3,68 368 68 (3,6 0,264 0264 264 18,4 184 4 (18, 2,88 288 88 P<0, P0 38,7 387 7 (38, 6,65 665 65 3,6 36 (3, 0,26 026 26 18, (18 2,8 28 8 P<0 38, (38 6,6 66 3, (3 0,2 02 (1 2, P< 6, ( 0,

ABSTRACT Objective: To determine caries prevalence and its association with body mass index in school children between 9-12 years of age in Hail, Saudi Arabia. Material and Methods: This descriptive cross-sectional study included 524 school children 9-12 years of age. These children were selected from 9 Public schools in Hail Province. Dental caries was recorded as per criteria established by the World Health Organization using assessment form for children 2013. Children were weighed using an electronic scale nearest to 0.1 kg with children attired in light clothing and wearing no shoes. The height was measured using a stadiometer to the nearest full centimeter with the children in a standing position. Body Mass Index (BMI) was determined using the formula BMI = kg/m2. Results: Caries prevalence in the population was 86%. The comparisons of mean DMFT between the groups demonstrate higher scores in the overweight group (mean=2.43) compared to normal weight (mean=1.85) and underweight children (mean=1.56) which is statistically significant (p=0.000). Bonferroni Post hoc test to compare the underweight and overweight group (p=0.000) and overweight and normal weight (p=0.000) were highly significant. Conclusion: A positive correlation of caries severity, namely DMFT, with BMI is established. Objective 912 12 9-1 Arabia Methods crosssectional cross sectional 52 Province 2013 01 0 1 0. shoes position (BMI kgm2 kgm m2 m kg/m2 Results 86 86% mean=2.43 mean243 2 43 (mean=2.43 mean=1.85 mean185 85 (mean=1.85 mean=1.56 mean156 56 (mean=1.56 p=0.000. p0000 p p=0.000 . 000 (p=0.000 Conclusion severity 91 9- 5 201 kg/m 8 mean=2.4 mean24 4 (mean=2.4 mean=1.8 mean18 (mean=1.8 mean=1.5 mean15 (mean=1.5 p000 p=0.00 00 (p=0.00 20 mean=2. mean2 (mean=2. mean=1. mean1 (mean=1. p00 p=0.0 (p=0.0 mean=2 (mean=2 mean=1 (mean=1 p0 p=0. (p=0. mean= (mean= p=0 (p=0 (mean p= (p= (p

ABSTRACT This study aimed to verify and compare the physical activity practices of children enrolled and non-enrolled on different days of week in a specific program offered at school. Seventy-eight children comprised two groups: children with extra physical activity (EPA; n=39; 15 females and 24 males; age: 9.2±0.8 years) and those with no involvement in extra physical activity (NPA; n=39; 21 females and 18 males; age: 9.0±0.4 years). To infer caloric expenditure, number of steps per day, and total distance traveled, children were monitored with pedometers during three nonconsecutive days: a day with a physical education class at school, a normal activity weekday, and a weekend day. Children enrolled in extra activities at school presented higher levels of caloric expenditure (EPA=132±61, NPA=61±25), performed more steps per day (EPA=7742±2473, NPA=5245±2306) and traveled longer distances (EPA=4201±1318, NPA=2799±1269), with boys (calories=154.1±91.6; steps=9763±3804; traveled distance=5114±2205) more active than girls (calories=94.4±46.7; steps=6691±2394; traveled distance=3726±1387). In the extracurricular physical activity day, children expended more calories (155.8±88.3), performed mores steps (10133±3724) and traveled longer distance (5442±2118) than in the physical education day (calories=127.2±79.3; steps=8409±3283; traveled distance=4478±1864) and in the weekend (calories=96.8±58.8; steps=6493±2687; traveled distance=3500±1466). Extracurricular physical activity at school leads to an increase of physical activity of boys and girls, even on days when the extracurricular activity is not offered. nonenrolled non Seventyeight Seventy eight groups EPA (EPA n=39 n39 n 39 1 2 males age 9208 9 0 8 9.2±0. years NPA (NPA 9004 4 9.0±0. years. . weekday EPA=132±61, EPA13261 132 61 (EPA=132±61 NPA=61±25, NPA6125 NPA=61±25 , 25 NPA=61±25) EPA=7742±2473, EPA77422473 7742 2473 (EPA=7742±2473 NPA=5245±2306 NPA52452306 5245 2306 EPA=4201±1318, EPA42011318 4201 1318 (EPA=4201±1318 NPA=2799±1269, NPA27991269 NPA=2799±1269 2799 1269 NPA=2799±1269) calories=154.1±91.6 calories1541916 154 91 6 (calories=154.1±91.6 steps=9763±3804 steps97633804 9763 3804 distance=5114±2205 distance51142205 5114 2205 calories=94.4±46.7 calories944467 94 46 7 (calories=94.4±46.7 steps=6691±2394 steps66912394 6691 2394 distance=3726±1387. distance37261387 distance=3726±1387 3726 1387 distance=3726±1387) 155.8±88.3, 1558883 155.8±88.3 155 88 3 (155.8±88.3) 10133±3724 101333724 10133 3724 (10133±3724 5442±2118 54422118 5442 2118 (5442±2118 calories=127.2±79.3 calories1272793 127 79 (calories=127.2±79.3 steps=8409±3283 steps84093283 8409 3283 distance=4478±1864 distance44781864 4478 1864 calories=96.8±58.8 calories968588 96 58 (calories=96.8±58.8 steps=6493±2687 steps64932687 6493 2687 distance=3500±1466. distance35001466 distance=3500±1466 3500 1466 distance=3500±1466) n=3 n3 920 9.2±0 900 9.0±0 EPA=132±61 EPA1326 13 (EPA=132±6 NPA612 NPA=61±2 EPA=7742±2473 EPA7742247 774 247 (EPA=7742±247 NPA=5245±230 NPA5245230 524 230 EPA=4201±1318 EPA4201131 420 131 (EPA=4201±131 NPA2799126 NPA=2799±126 279 126 calories=154.1±91. calories154191 (calories=154.1±91. steps=9763±380 steps9763380 976 380 distance=5114±220 distance5114220 511 220 calories=94.4±46. calories94446 (calories=94.4±46. steps=6691±239 steps6691239 669 239 distance3726138 distance=3726±138 372 138 155888 155.8±88. (155.8±88.3 10133±372 10133372 1013 (10133±372 5442±211 5442211 544 211 (5442±211 calories=127.2±79. calories127279 12 (calories=127.2±79. steps=8409±328 steps8409328 840 328 distance=4478±186 distance4478186 447 186 calories=96.8±58. calories96858 5 (calories=96.8±58. steps=6493±268 steps6493268 649 268 distance3500146 distance=3500±146 350 146 n= 92 9.2± 90 9.0± EPA=132±6 EPA132 (EPA=132± NPA61 NPA=61± EPA=7742±247 EPA774224 77 (EPA=7742±24 NPA=5245±23 NPA524523 52 23 EPA=4201±131 EPA420113 42 (EPA=4201±13 NPA279912 NPA=2799±12 27 calories=154.1±91 calories15419 (calories=154.1±91 steps=9763±38 steps976338 97 38 distance=5114±22 distance511422 51 22 calories=94.4±46 calories9444 (calories=94.4±46 steps=6691±23 steps669123 66 distance372613 distance=3726±13 37 15588 155.8±88 (155.8±88. 10133±37 1013337 101 (10133±37 5442±21 544221 54 (5442±21 calories=127.2±79 calories12727 (calories=127.2±79 steps=8409±32 steps840932 84 32 distance=4478±18 distance447818 44 calories=96.8±58 calories9685 (calories=96.8±58 steps=6493±26 steps649326 64 26 distance350014 distance=3500±14 35 14 9.2 9.0 EPA=132± EPA13 (EPA=132 NPA6 NPA=61 EPA=7742±24 EPA77422 (EPA=7742±2 NPA=5245±2 NPA52452 EPA=4201±13 EPA42011 (EPA=4201±1 NPA27991 NPA=2799±1 calories=154.1±9 calories1541 (calories=154.1±9 steps=9763±3 steps97633 distance=5114±2 distance51142 calories=94.4±4 calories944 (calories=94.4±4 steps=6691±2 steps66912 distance37261 distance=3726±1 1558 155.8±8 (155.8±88 10133±3 101333 10 (10133±3 5442±2 54422 (5442±2 calories=127.2±7 calories1272 (calories=127.2±7 steps=8409±3 steps84093 distance=4478±1 distance44781 calories=96.8±5 calories968 (calories=96.8±5 steps=6493±2 steps64932 distance35001 distance=3500±1 9. EPA=132 EPA1 (EPA=13 NPA=6 EPA=7742±2 EPA7742 (EPA=7742± NPA=5245± NPA5245 EPA=4201±1 EPA4201 (EPA=4201± NPA2799 NPA=2799± calories=154.1± calories154 (calories=154.1± steps=9763± steps9763 distance=5114± distance5114 calories=94.4± calories94 (calories=94.4± steps=6691± steps6691 distance3726 distance=3726± 155.8± (155.8±8 10133± (10133± 5442± (5442± calories=127.2± calories127 (calories=127.2± steps=8409± steps8409 distance=4478± distance4478 calories=96.8± calories96 (calories=96.8± steps=6493± steps6493 distance3500 distance=3500± EPA=13 (EPA=1 NPA= EPA=7742± EPA774 (EPA=7742 NPA=5245 NPA524 EPA=4201± EPA420 (EPA=4201 NPA279 NPA=2799 calories=154.1 calories15 (calories=154.1 steps=9763 steps976 distance=5114 distance511 calories=94.4 calories9 (calories=94.4 steps=6691 steps669 distance372 distance=3726 155.8 (155.8± (10133 (5442 calories=127.2 calories12 (calories=127.2 steps=8409 steps840 distance=4478 distance447 calories=96.8 (calories=96.8 steps=6493 steps649 distance350 distance=3500 EPA=1 (EPA= EPA=7742 EPA77 (EPA=774 NPA=524 NPA52 EPA=4201 EPA42 (EPA=420 NPA27 NPA=279 calories=154. calories1 (calories=154. steps=976 steps97 distance=511 distance51 calories=94. (calories=94. steps=669 steps66 distance37 distance=372 155. (155.8 (1013 (544 calories=127. (calories=127. steps=840 steps84 distance=447 distance44 calories=96. (calories=96. steps=649 steps64 distance35 distance=350 EPA= EPA=774 EPA7 (EPA=77 NPA=52 NPA5 EPA=420 EPA4 (EPA=42 NPA2 NPA=27 calories=154 (calories=154 steps=97 steps9 distance=51 distance5 calories=94 (calories=94 steps=66 steps6 distance3 distance=37 (155. (101 (54 calories=127 (calories=127 steps=84 steps8 distance=44 distance4 calories=96 (calories=96 steps=64 distance=35 EPA=77 (EPA=7 NPA=5 EPA=42 (EPA=4 NPA=2 calories=15 (calories=15 steps=9 distance=5 calories=9 (calories=9 steps=6 distance=3 (155 (10 (5 calories=12 (calories=12 steps=8 distance=4 EPA=7 EPA=4 calories=1 (calories=1 steps= distance= calories= (calories= (15 (1 ( (calories

RESUMO O objetivo deste estudo foi verificar e comparar a prática de atividade física de crianças em diferentes dias da semana envolvidas e não envolvidas em um programa de atividade física extracurricular. Setenta e oito crianças formaram dois grupos: crianças com atividade física extracurricular (CAF; n=39; 15 meninas e 24 meninos; idade: 9,2±0,8 anos) e crianças sem atividade física extracurricular (NAF; n=39; 21 meninas e 18 meninos; idade: 9,0±0,4 anos). Foram estimados o dispêndio calórico, o número de passos por dia e a distância percorrida, por meio de pedômetros em dias não consecutivos: um dia com aula de educação física, um dia com atividades cotidianas e um dia de final de semana. Crianças envolvidas em atividades extracurriculares na escola apresentaram maior dispêndio calórico (CAF=132±61, NAF=61±25), número de passos (CAF=7742±2473, NAF=5245±2306) e distância percorrida (CAF=4201±1318, NAF=2799±1269), sendo ainda meninos (calorias=154,1±91,6; passos=9763±3804; distância=5114±2205) mais ativos que meninas (calorias=94,4±46,7; passos=6691±2394; distância=3726±1387). No dia de atividade extracurricular, crianças dispendem mais calorias (155,8±88,3), realizam mais passos (10133±3724) e percorrem maior distância (5442±2118) do que nos dias de educação física (calorias=127,2±79,3; passos=8409±3283; distância=4478±1864) e final de semana (calorias=96,8±58,8; passos=6493±2687; distância=3500±1466). Atividade física extracurricular na escola promove aumento de atividade física de meninos e meninas, mesmo nos dias em que a atividade física extracurricular não foi oferecida. grupos CAF (CAF n=39 n39 n 39 1 2 idade 9208 9 0 8 9,2±0, anos NAF (NAF 9004 4 9,0±0, anos. . consecutivos CAF=132±61, CAF13261 132 61 (CAF=132±61 NAF=61±25, NAF6125 NAF=61±25 , 25 NAF=61±25) CAF=7742±2473, CAF77422473 7742 2473 (CAF=7742±2473 NAF=5245±2306 NAF52452306 5245 2306 CAF=4201±1318, CAF42011318 4201 1318 (CAF=4201±1318 NAF=2799±1269, NAF27991269 NAF=2799±1269 2799 1269 NAF=2799±1269) calorias=154,1±91,6 calorias1541916 154 91 6 (calorias=154,1±91,6 passos=9763±3804 passos97633804 9763 3804 distância=5114±2205 distância51142205 5114 2205 calorias=94,4±46,7 calorias944467 94 46 7 (calorias=94,4±46,7 passos=6691±2394 passos66912394 6691 2394 distância=3726±1387. distância37261387 distância=3726±1387 3726 1387 distância=3726±1387) 155,8±88,3, 1558883 155,8±88,3 155 88 3 (155,8±88,3) 10133±3724 101333724 10133 3724 (10133±3724 5442±2118 54422118 5442 2118 (5442±2118 calorias=127,2±79,3 calorias1272793 127 79 (calorias=127,2±79,3 passos=8409±3283 passos84093283 8409 3283 distância=4478±1864 distância44781864 4478 1864 calorias=96,8±58,8 calorias968588 96 58 (calorias=96,8±58,8 passos=6493±2687 passos64932687 6493 2687 distância=3500±1466. distância35001466 distância=3500±1466 3500 1466 distância=3500±1466) oferecida n=3 n3 920 9,2±0 900 9,0±0 CAF=132±61 CAF1326 13 (CAF=132±6 NAF612 NAF=61±2 CAF=7742±2473 CAF7742247 774 247 (CAF=7742±247 NAF=5245±230 NAF5245230 524 230 CAF=4201±1318 CAF4201131 420 131 (CAF=4201±131 NAF2799126 NAF=2799±126 279 126 calorias=154,1±91, calorias154191 (calorias=154,1±91, passos=9763±380 passos9763380 976 380 distância=5114±220 distância5114220 511 220 calorias=94,4±46, calorias94446 (calorias=94,4±46, passos=6691±239 passos6691239 669 239 distância3726138 distância=3726±138 372 138 155888 155,8±88, (155,8±88,3 10133±372 10133372 1013 (10133±372 5442±211 5442211 544 211 (5442±211 calorias=127,2±79, calorias127279 12 (calorias=127,2±79, passos=8409±328 passos8409328 840 328 distância=4478±186 distância4478186 447 186 calorias=96,8±58, calorias96858 5 (calorias=96,8±58, passos=6493±268 passos6493268 649 268 distância3500146 distância=3500±146 350 146 n= 92 9,2± 90 9,0± CAF=132±6 CAF132 (CAF=132± NAF61 NAF=61± CAF=7742±247 CAF774224 77 (CAF=7742±24 NAF=5245±23 NAF524523 52 23 CAF=4201±131 CAF420113 42 (CAF=4201±13 NAF279912 NAF=2799±12 27 calorias=154,1±91 calorias15419 (calorias=154,1±91 passos=9763±38 passos976338 97 38 distância=5114±22 distância511422 51 22 calorias=94,4±46 calorias9444 (calorias=94,4±46 passos=6691±23 passos669123 66 distância372613 distância=3726±13 37 15588 155,8±88 (155,8±88, 10133±37 1013337 101 (10133±37 5442±21 544221 54 (5442±21 calorias=127,2±79 calorias12727 (calorias=127,2±79 passos=8409±32 passos840932 84 32 distância=4478±18 distância447818 44 calorias=96,8±58 calorias9685 (calorias=96,8±58 passos=6493±26 passos649326 64 26 distância350014 distância=3500±14 35 14 9,2 9,0 CAF=132± CAF13 (CAF=132 NAF6 NAF=61 CAF=7742±24 CAF77422 (CAF=7742±2 NAF=5245±2 NAF52452 CAF=4201±13 CAF42011 (CAF=4201±1 NAF27991 NAF=2799±1 calorias=154,1±9 calorias1541 (calorias=154,1±9 passos=9763±3 passos97633 distância=5114±2 distância51142 calorias=94,4±4 calorias944 (calorias=94,4±4 passos=6691±2 passos66912 distância37261 distância=3726±1 1558 155,8±8 (155,8±88 10133±3 101333 10 (10133±3 5442±2 54422 (5442±2 calorias=127,2±7 calorias1272 (calorias=127,2±7 passos=8409±3 passos84093 distância=4478±1 distância44781 calorias=96,8±5 calorias968 (calorias=96,8±5 passos=6493±2 passos64932 distância35001 distância=3500±1 9, CAF=132 CAF1 (CAF=13 NAF=6 CAF=7742±2 CAF7742 (CAF=7742± NAF=5245± NAF5245 CAF=4201±1 CAF4201 (CAF=4201± NAF2799 NAF=2799± calorias=154,1± calorias154 (calorias=154,1± passos=9763± passos9763 distância=5114± distância5114 calorias=94,4± calorias94 (calorias=94,4± passos=6691± passos6691 distância3726 distância=3726± 155,8± (155,8±8 10133± (10133± 5442± (5442± calorias=127,2± calorias127 (calorias=127,2± passos=8409± passos8409 distância=4478± distância4478 calorias=96,8± calorias96 (calorias=96,8± passos=6493± passos6493 distância3500 distância=3500± CAF=13 (CAF=1 NAF= CAF=7742± CAF774 (CAF=7742 NAF=5245 NAF524 CAF=4201± CAF420 (CAF=4201 NAF279 NAF=2799 calorias=154,1 calorias15 (calorias=154,1 passos=9763 passos976 distância=5114 distância511 calorias=94,4 calorias9 (calorias=94,4 passos=6691 passos669 distância372 distância=3726 155,8 (155,8± (10133 (5442 calorias=127,2 calorias12 (calorias=127,2 passos=8409 passos840 distância=4478 distância447 calorias=96,8 (calorias=96,8 passos=6493 passos649 distância350 distância=3500 CAF=1 (CAF= CAF=7742 CAF77 (CAF=774 NAF=524 NAF52 CAF=4201 CAF42 (CAF=420 NAF27 NAF=279 calorias=154, calorias1 (calorias=154, passos=976 passos97 distância=511 distância51 calorias=94, (calorias=94, passos=669 passos66 distância37 distância=372 155, (155,8 (1013 (544 calorias=127, (calorias=127, passos=840 passos84 distância=447 distância44 calorias=96, (calorias=96, passos=649 passos64 distância35 distância=350 CAF= CAF=774 CAF7 (CAF=77 NAF=52 NAF5 CAF=420 CAF4 (CAF=42 NAF2 NAF=27 calorias=154 (calorias=154 passos=97 passos9 distância=51 distância5 calorias=94 (calorias=94 passos=66 passos6 distância3 distância=37 (155, (101 (54 calorias=127 (calorias=127 passos=84 passos8 distância=44 distância4 calorias=96 (calorias=96 passos=64 distância=35 CAF=77 (CAF=7 NAF=5 CAF=42 (CAF=4 NAF=2 calorias=15 (calorias=15 passos=9 distância=5 calorias=9 (calorias=9 passos=6 distância=3 (155 (10 (5 calorias=12 (calorias=12 passos=8 distância=4 CAF=7 CAF=4 calorias=1 (calorias=1 passos= distância= calorias= (calorias= (15 (1 ( (calorias

Abstract Objective: To investigate, at school age, the metabolic profile of children born preterm. Methods: A cross-sectional study of children 5 to 8 years old, born with gestational age (GA) < 34 weeks and/or weight ≤ 1,500 grams. Clinical and anthropometric data were assessed by a single trained pediatrician. Biochemical measurements were done at the organization’s Central Laboratory using standard methods. Data on health conditions, eating, and daily life habits were retrieved from medical charts and through validated questionnaires. Binary logistic and linear regression models were built to identify the association between variables, weight excess, and GA. Results: Out of 60 children (53.3% female), 6.8 ± 0.7 years old, 16.6% presented excess weight, 13.3% showed increased insulin resistance markers and 36.7% had abnormal blood pressure values. Those presenting excess weight had higher waist circumferences and higher HOMA-IR than normal-weight children (OR = 1.64; CI = 1.035–2.949). Eating and daily life habits were not different among overweight and normal-weight children. The small-for-gestational-age (SGA) and appropriate-for-gestational-age (AGA, 83.3%) birth weight children did not differ regarding clinical (body weight, blood pressure) or biochemical variables (serum lipids, blood glucose, HOMA-IR). Conclusion: Schoolchildren born preterm, regardless of being AGA or SGA, were overweight, and presented increased abdominal adiposity, reduced insulin sensitivity, and altered lipid profile, justifying longitudinal follow-up regarding adverse metabolic outcomes in the future. Objective investigate preterm Methods crosssectional cross sectional old GA (GA 3 andor 1500 1 500 1,50 grams pediatrician organizations organization s methods conditions eating questionnaires Results 6 53.3% 533 53 (53.3 female, female , female) 68 6. 07 0 7 0. 166 16 16.6 133 13 13.3 367 36 36.7 values HOMAIR HOMA IR normalweight normal OR 1.64 164 64 1.035–2.949. 10352949 1.035–2.949 . 035 2 949 1.035–2.949) smallforgestationalage small for SGA (SGA appropriateforgestationalage appropriate AGA, (AGA 83.3% 833 83 body serum lipids glucose HOMAIR. HOMA-IR) Conclusion adiposity sensitivity followup follow up future 150 50 1,5 53.3 (53. 16. 13. 36. 1.6 1035294 1.035–2.94 03 94 83.3 15 1, 53. (53 1. 103529 1.035–2.9 9 83. (5 10352 1.035–2. ( 1035 1.035–2 103 1.035– 10 1.035 1.03 1.0