Navegando por Assunto "Bem-estar"

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Acesso aberto (Open Access)
Bem-estar de macacos-prego no cativeiro: engenharia comportamental no enriquecimento ambiental e análise da dinâmica espacial.
(Universidade Federal do Pará, 2014-03-25) LESSA, Miguel Angelo Monteiro; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075; https://orcid.org/0000-0001-9912-3833
Capuchin monkeys (Sapajus ssp.) in captivity have few opportunities to perform characteristics skills of these monkeys in the natural environment. The responsibility for the welfare of the capuchin monkeys living in the Experimental School for Primates poses the task of finding healthier living conditions. The objective is to build captive environment conditions functionally similar to the natural environment, using physical, foraging, cognitive and social environmental-enrichment techniques. Aditionally, interested in knowing about the social relations within the spatial interactions it is proposed to describe the relationships in terms of inter-individual spatial proximity and preferred heights in different groups of Sapajus spp. kept in captivity. Fourteen individuals of four groups of three institutions were observed in three different contexts: before, during and after feeding. The positions of each individual were recorded using the scan sampling method. The results showed a pattern of inter-distance between different dyads of animals in study groups. The monkeys were closer after feeding and far before and during feeding. Differences among preferred places were also observed. The dominant monkeys spent more time in places that were most attractive. The subordinate monkeys spent more time on the opposite and less attractive places in relation to the place occupied by the dominant. The overall pattern of interindividual spacing was similar to that observed in nature, male capuchin monkeys showed a characteristic avoidance and no approximation.
Acesso aberto (Open Access)
Guia Digital Aflorar: reflexões e práticas para o fomento do bem-estar de professores de línguas em formação inicial
(Universidade Federal do Pará, 2024-06-06) MENDES, Camila Rodrigues; BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148
The aim of this research was to develop an educational product focused on the wellbeing of pre-service language teachers. As an English undergraduate student at the Federal University of Pará (UFPA), I have experienced many challenges and difficulties throughout my trajectory which have had an impact on my wellbeing and sparked my interest in investigating this topic. Wellbeing is a construct that emerges from the interaction between personal characteristics and socio-contextual factors in all areas of human life; the aim of this interaction is to find meaning and connection with the world (Mercer; Gregersen, 2020). Various factors contribute to promote a person's wellbeing and flourishing, such as positive emotions, engagement, relationships, meaning and achievement (Seligman, 2011). In this research, the educational product developed is the Aflorar digital guide, which aims to enhance the wellbeing of pre-service language teachers through reflections and practices that can help them find points of balance in favor of their wellbeing. As a theoretical framework, we draw on studies conducted by Borges (2024), Mercer (2021), Mercer and Gregersen (2020), Oxford (2016a, 2018, 2020), Seligman (2011), Sulis et al. (2021), among others. The methodology adopted was applied research with a qualitative approach involving English undergraduate students at the School of Modern Foreign Languages (FALEM), at the UFPA, located in Belém. Four questionnaires were used to generate data. In the conception stage, bibliographical research and research of guides on teacher wellbeing were carried out. To characterize the context, documentary research was conducted. And in order to direct the development of the Aflorar guide's resources, a questionnaire was applied in which nineteen participants collaborated, with the aim of getting deeper insights into the audience and their wellbeing related needs. The guide was tested, evaluated, and validated with ten participants along two in-person meetings and two meetings involving asynchronous activities. Among the results of this investigation, a positive impact on the participants' wellbeing was evidenced, favoring reflection, identification and understanding of emotions, an increased appreciation of positive experiences, as well as improved time management to prioritize activities that promote their wellbeing. In addition, the guide's resources provided a more positive outlook regarding the challenges faced by participants and facilitated the strengthening of positive relationships. We anticipate that the Aflorar digital guide will make a valuable contribution to the field of language teaching and learning while also positively influencing the wellbeing of pre-service teachers.