Hábitos de Leitura de Estudantes do Curso de Fonoaudiologia

Abstract

RESUMOO presente artigo tem como objetivo verificar o hábito de leitura de estudantes da graduação em Fonoaudiologia da FMRP-USP. Para tanto, realizou-se um estudo do qual participaram voluntariamente 114 alunos matriculados no referido curso a partir do segundo semestre do ano de 2014. Os participantes responderam a um questionário escalar elaborado para esta pesquisa. Os resultados foram organizados em tabelas do Excel for Word® para o cálculo da frequência absoluta e relativa de acordo com o período de graduação (2º, 4º, 6º e 8º semestres). Observou-se que dos 114 participantes que constituíram a amostra, 56,1% cursaram o ensino fundamental (de 1ª a 4ª série) em escolas públicas e as séries seguintes (da 5ª série ao colegial) em escolas particulares (57,9% da 5ª à 8ª, e 63,16% no ensino médio). O principal meio de atualização citado foi a internet (65,6%). Uma ou duas horas foi o tempo dedicado à leitura para 37,7% dos participantes. O acesso foi considerado raro para e-books (42,9%), dissertações/teses na base da biblioteca virtual da USP (52,6%) e revistas eletrônicas (48,85%). O hábito de leitura foi avaliado como crucial para: formação pessoal, desempenho acadêmico, elaboração da escrita e desenvolvimento do raciocínio. Manter o hábito de leitura cursando a graduação em tempo integral raramente é possível para 51,7% dos entrevistados, o que se confirmou quando 47,4% destacaram a disponibilidade de tempo como uma das estratégias para melhorar o hábito de leitura. Por fim, concluiu-se que o hábito de leitura foi considerado crucial pelos estudantes, no entanto, manter esse hábito durante a graduação é o desafio devido à dificuldade, relatada pelos estudantes, em organizar o tempo disponível.Palavras-Chave: Leitura; Hábitos; Formação Pessoal. ABSTRACTThe aim of this article is to check the reading habits of students of Speech Therapy at FMRP-USP. Therefore, a study was carried out in which 114 students enrolled in this course in the 2nd semester of 2014. Participants answered a questionnaire scale developed for this study. The results were organized in tables Excel for Word® to calculate the absolute and relative frequency according to the graduation period (2, 4, 6 and 8 semesters). It was observed that of the 114 participants who constituted the sample, 56,1% have finished elementary school (1st to 4th grade) in public education and the following series (5th grade to high school) in private schools (57,9% of 5th to 8th and 63,16% in high school). The primary means of cited update was internet (65,6%). One or two hours was the time dedicated reading to 37,7% of the participants. Access was considered rare for e-books (42,9%), dissertations / theses on the basis of the virtual library of USP (52,6%) and electronic journals (48,85%). The reading habit was assessed as crucial for: personal formation, academic performance, writing elaboration and development of reasoning. Keep reading habit attending full-time undergraduate is rarely possible for 51,7% of respondents, which was confirmed when 47,4% highlighted ...

Temporal Rainfall Variations Induce Forecast Errors in Rainfed Agriculture in the Brazilian State of Ceará, Brazil

“…The research showed that the distribution of rainfall in Ceará between 1945 and 2020 is quite unstable, according to the scale defined by Gomes (1985). In fact, the coefficient of variation of the distribution of rainfall showed "very high" values 33,56%), reinforcing the result that confirms the instability of rainfall in Ceará during the period analyzed.…”

“…These results are shown in Table 2. From the evidence presented in Table 2, we can infer the high instability observed in annual rainfall in Ceará between 1945 and 2020, captured by the CV of 33.56%, classified as "very high" on the scale designed by Gomes (1985). It can be seen that this rainfall instability was synergistically transmitted to all the variables studied, all of which were classified as having very high levels of instability.…”

“…The greater the magnitude of the CV, the more unstable or heterogeneous the distribution of the observed values of the random variable around its mean. Thus, CV can also be interpreted as a measure of risk and has the added advantage of comparing variables measured in different units of measurement (Markowitz, 1952;Garcia, 1989;Gomes, 1985;Santos et. al., 2021).…”

“…It is worth clarifying that in order to use CV as a measure of the stability or instability of a distribution, it is necessary to define amplitudes for its critical values. With this in mind, Gomes (1985) created the limits for classifying CVs, which are established as described in Table 1. Very high CV ≥ 30% Source: Gomes (1985).…”

“…With this in mind, Gomes (1985) created the limits for classifying CVs, which are established as described in Table 1. Very high CV ≥ 30% Source: Gomes (1985).…”