Resumen: El objetivo de este estudio fue describir la asociación de la autoeficacia de los docentes en las prácticas educativas inclusivas con las variables del contexto de enseñanza y las características de los docentes. Participaron 193 docentes de educación básica, 77.72% mujeres y 22.28% hombres de escuelas privadas, confesionales y públicas estatales ubicadas en los municipios de Belém y Castanhal, Pará, Brasil. Se aplicaron instrumentos de caracterización y la escala de efectividad de los docentes en prácticas educativas inclusivas. Las técnicas de análisis de datos fueron análisis factorial y análisis de correspondencia. Entre los resultados encontrados, se verificaron asociaciones entre las variables investigadas lo que sugiere que, al juzgar su propia capacidad en prácticas educativas inclusivas, el docente considera algunos factores presentes en el contexto y en su trayectoria docente. Se espera que este estudio pueda contribuir a estimular la formación continua de los docentes en un contexto inclusivo.

Abstract: The objective of this study was to describe the association of teachers' self-efficacy in inclusive educational practices with variables of the teaching context and teachers' characteristics. There were 193 teachers in basic education, 77.72 % female and 22.28 % male from private, confessional and public state schools located in the municipalities of Belém and Castanhal, Pará, Brazil. The instruments of characterization and the scale of effectiveness of teachers in inclusive educational practices were applied. The data analysis techniques were factorial analysis and correspondence analysis. Among the results found, associations between the investigated variables were verified, which suggests that when judging one's own capacity in inclusive educational practices, the teacher considers some factors present in the context and in his or her teaching path. It is hoped that this study can contribute to the stimulation of continued teacher education in the inclusive context.

Resumo: O objetivo deste estudo foi descrever a associação da autoeficácia de professores em práticas educacionais inclusivas com variáveis do contexto de ensino e características dos docentes. Participaram 193 professores da educação básica, sendo 77,72% do sexo feminino e 22,28% do sexo masculino de escolas particulares, confessionais e públicas estaduais localizadas nos municípios de Belém e Castanhal, Pará, Brasil. Foram aplicados os instrumentos de caracterização e a escala de eficácia de professores em práticas educacionais inclusivas. As técnicas de análise de dados foram a análise fatorial e a análise de correspondência. Dentre os resultados encontrados, verificaram-se as associações entre as variáveis investigadas, o que sugere que ao julgar a própria capacidade em práticas educacionais inclusivas, o professor considera alguns fatores presentes nocontexto e em sua trajetória docente. Espera-se que este estudo possa contribuir com o estímulo a formação continuada de professores no contexto inclusivo.

Resumen: Este estudio tuvo como objetivo realizar la adaptación transcultural The Teacher's Efficacy for Inclusive Practices (TEIP) para el contexto brasileño. El TEIP es un instrumento compuesto por 18 preguntas categorizadas en tres dimensiones, siendo ellas: estrategias de enseñanza inclusiva, eficacia en el control de comportamento, y eficacia en la colaboración. Se utiliza para medir la autoeficacia del profesor para enseñar en aulas inclusivas. Se realizaron cinco etapas metodológicas: traducción, síntesis de las traducciones, traducción reversa, análisis de comité y prueba piloto. El público objetivo del estudio piloto fue constituido por 15 profesores de Educación Básica de la mesorregión del estado de Pará-Brasil. Después de todas las evaluaciones, la escala se mostró de fácil aplicación, buenos niveles de aceptación y comprensión. El TEIP versión brasileña está adaptado en lo que se refiere a las equivalencias semánticas, idiomáticas, conceptuales y culturales.

Abstract: This study aimed achieving the cross-cultural adaptation of The Teacher's Efficacy for Inclusive Practices (TEIP) to the Brazilian context. The TEIP is an instrument composed of 18 questions categorized in three dimensions, such as: inclusive teaching strategies, effectiveness in controlling behavior and effectiveness in collaboration. Five methodological steps were carried out: translation, translation synthesis, reverse translation, committee analysis and initials testing. The target people of this initial study were composed of 15 Basic Education teachers from the mesoregion of the state of Pará-Brazil. After overall evaluations, the scale showed itself up easy to be applied, good levels of acceptance and understanding. The TEIP Brazilian version is adapted regarding semantic, idiomatic, conceptual and cultural equivalences.

Resumo: Este estudo objetivou realizar a adaptação transcultural do The Teacher's Efficacy for Inclusive Practices (TEIP) para o contexto brasileiro. O TEIP é um instrumento composto por 18 perguntas categorizadas em três dimensões, sendo elas: estratégias de ensino inclusiva, eficácia no controle de comportamento e eficácia na colaboração. É utilizado para medir a autoeficácia do professor para ensinar em salas de aula inclusivas. Foram realizadas cinco etapas metodológicas: tradução, síntese das traduções, tradução reversa, análise de comitê e teste piloto. O público-alvo do estudo piloto foi constituído por 15 professores de Educação Básica da mesorregião do estado do Pará- Brasil. Após todas as avaliações, a escala mostrou-se de fácil aplicação, bons níveis de aceitação e compreensão. O TEIP versão brasileira está adaptado no que se refere às equivalências semânticas, idiomáticas, conceituais e culturais.

ABSTRACT Objective: The present study has investigated the association between low-density lipoprotein receptor-related protein 5 (LRP5) 4037C>T polymorphism and type 1 diabetes mellitus (T1DM) susceptibility in a Brazilian population. Subjects and methods: A total number of 134 T1DM patients and 180 normoglycemic individuals (NG) aged 6-20 years were studied. Glycated hemoglobin and glucose levels were determined. Genotyping of LRP5 4037C>T (rs3736228) was performed. Results: T1DM patients showed poor glycemic control. Genotypes in the codominant (CT: OR = 2.99 [CI 95%: 1.71-5.24], p < 0.001; TT: OR = 5.34 [CI 95%: 1.05-2702], p < 0.001), dominant (CT + TT: OR = 3.16 [CI 95%: 1.84-5.43], p < 0.001) and log-additive (OR = 2.78 [CI 95%: 1.70-4.52], p < 0.001) models, and LRP5 4037T allele (OR = 2.88, [CI 95%: 1.78-4.77], p < 0.001) were associated with an increased risk of developing T1DM. LRP5 4037CT and CT+TT carriers in T1DM group showed higher concentrations of serum glucose and glycated hemoglobin when compared with CC carriers. Conclusion: The LRP5 4037C>T may represent a candidate for T1DM susceptibility, as well as poor glycemic control.

Abstract: Considering that environmental risk factors substantially contribute to the etiology of orofacial clefts and that knowledge about the characteristics and comorbidities associated with oral clefts is fundamental to promoting better quality of life, this study aimed to describe the risk factors, main characteristics, and comorbidities of a group of patients with cleft lip and/or cleft palate (CL/P) from Rio Grande do Norte (RN), Brazil. Data were obtained from 173 patients with CL/P using a form from the Brazilian database on Orofacial Clefts. Most patients were male with cleft lip and palate and had a normal size and weight at birth; presented few neonatal intercurrent events; and had anemia and respiratory and cardiovascular diseases as main associated comorbidities. They also required timely surgical rehabilitation and multidisciplinary care to stimulate their neuropsychomotor development. In addition, a high frequency of familial recurrence and of parental consanguinity was evidenced in the studied population, especially for the cleft lip and cleft palate type. Other relevant findings were the considerable maternal exposure to alcohol, infections, smoking, and hypertension, as well as low supplementation with vitamins and minerals and deliberate consumption of analgesics, antibiotics, and antihypertensives during pregnancy. Characterization of the CL/P patient profile is essential for the planning of health services and integration among the health professionals involved in the diagnosis and treatment of these malformations. Our results reinforce the need for additional research to confirm the association between environmental factors and the development of orofacial clefts.

ABSTRACT The aim of the present study was to investigate the bone mineral density (BMD) of patients with type 1 Diabetes mellitus (T1DM). We also assessed the association between osteoprotegerin (OPG) genetic polymorphisms and BMD. Genotyping was performed for 1181G>C and 163A>G OPG polymorphisms by allelic discrimination in 119 patients with T1DM and 161 normoglycemic (NG) individuals, aged 6 to 20 years old. Glycemic control, serum parameters of bone metabolism and BMD were evaluated. T1DM patients showed low BMD, poor glycemic control and decreased total calcium values when compared to controls (p < 0.05). For all the polymorphisms studied, the genotype and allele frequencies in patients with T1DM were not significantly different from the controls. In patients with T1DM, carriers of OPG 1181CC showed higher concentrations of ionized calcium compared to patients with GG+GC genotypes. These results suggest that low BMD is associated with poor glycemic control in T1DM. Despite the lack of a detected association between OPG polymorphisms and BMD in these patients, the increased ionized calcium in those carrying OPG 1181CC suggests a possible increase in osteoclastogenesis, a conclusion that may be supported by the lower BMD observed in these subjects.

The objective of this study was to present an overview of existing researches on self-efficacy teaching. Therefore, researches on articles in the CAPES-Journals and in the SCIELO database were carried out from 2009 to 2013. The survey resulted in 26 articles which consider the inclusion criteria previously established. The results indicate that in relation to the analysis of the frequency words, the following expressions are highlighted: teaching self-efficacy, job satisfaction and students' performance. Self-efficacy is influenced by factors such as emotional exhaustion, depersonalization, job satisfaction, relationship with parents, use of violence, time pressure, academic performance, class management, collective efficacy, among others. These results contribute to signal the direction of the researches which are conducted in the area, indicating some trends and highlighting gaps to be investigated such as a great number of studies that verify the relation between self-efficacy and academic performance as well as self-efficacy teaching and public policy that favor the teaching and learning process.

El objetivo de este trabajo fue presentar un panorama de las pesquisas existentes sobre autoeficacia docente. Para tanto, se buscaron artículos en la base de datos de la CAPES y SCIELO periódicos llevado a cabo desde 2009 hasta 2013. Esto resultó en 26 artículos que contemplaban los criterios de inclusión antes establecidos. Los resultados indican que en el análisis de frecuencia de palabras se destacaron los siguientes termos: autoeficacia docente, satisfacción laboral y rendimiento de alumnos. La autoeficacia es influenciada por factores como agotamiento emocional, despersonalización, satisfacción laboral, relación con los padres, uso de la violencia, presión del tiempo, rendimiento académico, manejo de clase, eficacia colectiva entre otros. Tales resultados contribuyen enseñando el sentido de las pesquisas hechas en el área, indicando algunas tendencias y evidenciando lagunas por investigar, por ejemplo, más estudios que verifiquen la relación entre autoeficacia y rendimiento académico, y además, autoeficacia docente y políticas públicas que favorezcan el proceso de enseñanza-aprendizaje.

Resumo Considerando que a satisfação no trabalho é um aspecto que tem efeito sobre os estados motivacionais dos professores, faz-se necessário investigar suas implicações na docência. Neste sentido, este estudo tem como objetivo: identificar fatores relacionados à satisfação no trabalho a partir da avaliação das dimensões do Modelo Social Cognitivo de Satisfação no Trabalho (MSCST) e da eficácia coletiva. Para tanto, realizou-se pesquisa numa amostra de 495 professores de uma rede privada de ensino, utilizando abordagem mista (quantitativa-qualitativa). As técnicas estatísticas de análise dos dados foram aplicadas nas informações coletadas referentes à amostra total (495). A análise de conteúdo (abordagem qualitativa) foi aplicada nas respostas abertas de 40 professores pertencentes à amostra. Os resultados indicaram que as crenças de eficácia (autoeficácia e eficácia coletiva) não têm efeito sobre a satisfação no trabalho docente e que outros fatores, como os econômicos, podem estar mais relacionados à satisfação.

Abstract Whereas job satisfaction is an aspect that has an effect on the motivational states of teachers, it is necessary to investigate its implications for teaching. Thus, this study aims to: identify factors related to job satisfaction based on the assessment of the dimensions of the Social Cognitive Model of Job Satisfaction (MSCST) and collective efficacy. For this, research was conducted on a sample of 495 teachers of private schools using mixed approach (quantitative and qualitative). Technical data analysis statistics were applied to the information collected concerning the total sample (495). The content analysis (qualitative approach) was applied at the open of 40 teachers from the sample answers. The results indicated that the efficacy beliefs (self-efficacy and collective efficacy) has no effect on satisfaction in teaching and other factors such as economic, may be more related to satisfaction.

Resumen Mientras que la satisfacción en el trabajo es un aspecto que tiene un efecto sobre la motivación de los profesores, es necesario investigar sus implicaciones en la enseñanza. En este sentido, el objetivo de este estudio fue identificar los factores relacionados con la satisfacción en el trabajo de la evaluación de las dimensiones del modelo social de la satisfacción en el trabajo cognitivo (MSCST) y la eficacia colectiva. Por tanto, la investigación se llevó a cabo sobre una muestra de 495 profesores de una red privada de enseñanza, utilizando el enfoque mixto (cuantitativo y cualitativo). Las técnicas estadísticas de análisis de datos se aplican a la información recopilada en relación con el total de la muestra (495). El análisis de contenido (enfoque cualitativo) fue aplicado a las respuestas abiertas de 40 profesores pertenecientes a la muestra. Los resultados indicaron que las creencias de eficacia (eficacia y la eficacia colectiva) no tiene efecto sobre la satisfacción en el trabajo de enseñanza y que otros factores, tales como la económica, pueden estar más relacionados con la satisfacción.

Teacher’s self-efficacy is the judgment that teachers make about their own ability and skills in teaching, even in unfavorable conditions. A teacher’s sense of efficacy can be influenced by four sources of information: mastery experience, vicarious experience, verbal or social persuasion, and emotional and physiological factors. This study aims to characterize basic education teachers, considering the indexes of the self-efficacy sources, sociodemographic aspects (like age, sex and education level of teachers), and teaching activity (working time and period of time). A total of 495 basic education teachers, who work in a private confessional network of schools in the states of Pará, Maranhão and Amapá (Brazil) participated in this study, from January to July 2014. As data collection, researchers used the Participant Characterization Survey (Questionário de Caracterização do Participante) and the Teacher Self-Efficacy Sources Scale (Escala de Fontes de Autoeficácia de Docentes). The statistical techniques used were factorial analysis and correspondence analysis. The results indicated that there was a significant association among the four sources of self-efficacy. There was a correlation between verbal persuasion and length of service and function. From the sociodemographic characteristics investigated, only age has been correlated to emotional and physiological factors. There was no association between age and the others sources.

La autoeficacia docente es la opinión que los profesores tienen sobre su propia capacidad y habilidades de enseñanza, aún en condiciones no favorables. Está constituida a través de cuatro fuentes de información: experiencia de dominio, experiencia vicaria, persuasión verbal o social, y estados afectivos y fisiológicos. Este estudio tuvo como objetivo caracterizar docentes de educación básica, considerando los índices de las fuentes de autoeficacia, los aspectos sociodemográficos (como edad, sexo y el nivel de educación de los profesores) y actividad docente (tiempo de trabajo y periodo de trabajo). Participaron en esta investigación 495 profesores de una red privada de escuelas confesionales de educación básica, en los estados de Pará, Maranhão y Amapá (Brasil), en el periodo de enero a julio del 2014. Para la recolección de los datos, fueron utilizados el Cuestionario de Caracterización del Participante (Questionário de caracterização do Participante) y la Escala de Fuentes de Autoeficacia Docente (Escala de Fontes de Autoeficácia de Docentes). Las técnicas estadísticas utilizadas fueron análisis factorial y análisis de correspondencia. Los resultados indicaron que hubo asociación significativa entre las cuatro fuentes de autoeficacia. Hubo correlación entre la persuasión verbal y la duración del servicio y función. De los aspectos sociodemográficos investigados, solo la edad fue correlacionada a los estados afectivos y fisiológicos. No hubo asociación de la edad con las demás fuentes.