Abstract Objective: To estimate the prevalence of childhood obesity in Brazil by means of a systematic review of representative studies. Sources: We searched for population-based studies that assessed obesity in Brazilian children aged < 10 years in MEDLINE, EMBASE, Scopus and other sources up to September, 2019. Paired researchers selected studies, extracted data and assessed the quality of these studies. Meta-analysis of prevalence and confidence interval (95% CI) was calculated, weighted by the population sizes using Freeman-Tukey double-arccosine transformation. Heterogeneity (I2) and publication bias were investigated by meta-regression and Egger’s test, respectively. Summary of the findings: 53 studies were included (n = 122,395), which were held from 1986 to 2015 and limited mainly due to inadequate response rates. Prevalence of obesity in the threedecade period was of 8.2% ([95% CI]: 8.1–8.4%, I2 = 98.5%). Higher prevalence was observed in boys (9.7% [9.4–9.9%], I2 = 97.4%) than girls (7.3% [7.1 7.5%], I2 = 96.1%). Prevalence increased according to the decade (1990: 6.5% [6.0–7.0 %], I2 = 96.8%; 2000: 7.9% [7.7–8.0 %], I2 = 98.8%; 2010: 12.0% [11.5–12.6 %], I2 = 95.8%), and Brazilian region (Northeast: 6.4% [6.2−6.7%], I2 = 98.1%; North: 6.7% [6.3−7.2%], I2 = 98.8%; Southeast:10.6% [10.2−11.0%], I2 = 98.2%; South: 10.1 [9.7−10.4%], I2 = 97.7%). Heterogeneity was affected by age and region (p < 0.05) and publication bias was discarded (p = 0.746). Conclusion: For every 100 Brazilian children, over eight had obesity in the three-decade period and 12 in each 100 had childhood obesity in more recent estimates. Higher prevalence occurred in boys, recent decades and more developed Brazilian regions.

Este estudo objetivou caracterizar as autopercepções de meninos com queixa escolar, bem como verificar associações entre essa percepção e indicadores de desempenho escolar e problemas de comportamento. Em uma clínica-escola vinculada ao Sistema Único de Saúde, foram avaliados 50 meninos com queixa escolar, na faixa etária de 6 a 11 anos. Foram utilizados os seguintes instrumentos: Teste de Matrizes Progressivas de Raven, Teste de Desempenho Escolar, Roteiro de Avaliação do Senso de Auto-Eficácia, Escala Infantil Piers-Harris de Autoconceito, Inventário de Comportamentos da Infância e Adolescência. Nos resultados, o autoconceito global e o senso de autoeficácia mostraram correlação modesta, mas significativa, com a medida global de desempenho. O autoconceito na categoria felicidade correlacionou-se com todos os indicadores de desempenho, ao passo que o autoconceito na categoria status intelectual e acadêmico não se associou com desempenho. As autopercepções não mostraram associação com problemas de comportamento. Novas pesquisas são necessárias para esclarecer esse padrão de associações.

The aim of this study was to characterize the self-perceptions of boys experiencing difficulties with school, as well as to ascertain the connection between these perceptions and indices of academic performance and behavioral problems. In a university-based clinic linked to the public health system, we assessed 50 boys, with complaints about school, between the ages of 6 and 11. The instruments used were, Raven Colored Progressive Matrices Test, School Performance Test, Self-Efficacy Assessment Form, Piers-Harris Children's Self-Concept Scale, Child Behavior Checklist. Results showed both global self-concept and self-efficacy to correlate modestly but significantly with academic performance measures. The self-concept of happiness correlated with all measures of school performance, while self-concept in terms of intellectual and academic status did not correlate with school performance at all. Self-perceptions bore no association with behavioral problems. There is a need for further studies to clarify this pattern of associations.