Pub Date : 1900-01-01DOI: 10.37388/CP2021/V29N30A05
Caio Cesar Gomes, S. M. O. Pavão
{"title":"INTERVENÇÃO PSICOPEDAGÓGICA NO ENSINO SUPERIOR","authors":"Caio Cesar Gomes, S. M. O. Pavão","doi":"10.37388/CP2021/V29N30A05","DOIUrl":"https://doi.org/10.37388/CP2021/V29N30A05","url":null,"abstract":"","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"55 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130205072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/10.37388/cp2021/v30n31a10
Mariza P. Porto
{"title":"PSICOPEDAGOGIA E EDUCAÇÃO: DESAFIOS PARA A SAÚDE EMOCIONAL DOS EDUCADORES, POTENCIAL CRIATIVO E O ENSINO POSSÍVEL EM TEMPOS PANDÊMICOS","authors":"Mariza P. Porto","doi":"10.37388/10.37388/cp2021/v30n31a10","DOIUrl":"https://doi.org/10.37388/10.37388/cp2021/v30n31a10","url":null,"abstract":"","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"39 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115858445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/cp2021/v30n31a04
M. Esper, Naiara Barros Polita, Jeferson Santos Araújo, L. C. Nascimento
{"title":"ASPECTOS SOCIOCULTURAIS DO TRANSTORNO DE DÉFICIT DE ATENÇÃO E HIPERATIVIDADE NA INFÂNCIA","authors":"M. Esper, Naiara Barros Polita, Jeferson Santos Araújo, L. C. Nascimento","doi":"10.37388/cp2021/v30n31a04","DOIUrl":"https://doi.org/10.37388/cp2021/v30n31a04","url":null,"abstract":"","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132532222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/CP2021/V29N30A06
Silvia Aparecida Santos de Carvalho
{"title":"OS CONTOS DE FADAS E A PRÁTICA PSICOPEDAGÓGICA: PERSPECTIVAS DE ANÁLISE EM DEBATE","authors":"Silvia Aparecida Santos de Carvalho","doi":"10.37388/CP2021/V29N30A06","DOIUrl":"https://doi.org/10.37388/CP2021/V29N30A06","url":null,"abstract":"","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115913007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/CP2021/V29N30A03
Tharcila Damaceno
pressuposto desenvolvimento, caracte-rizados Wallon etapas apontam dialético e não-linear aprendizagem a ser considerado pela Psicopedagogia. pensamento walloniano, motricidade e emoção componentes relevantes psicopedagógico. breve contextualização histórica atuais enfrentados Educação. ABSTRACT This article aims to bring together the main aspects of Wallonian thinking about human devel-opment in order to constitute a dialogue with psychopedagogical practice. Initially, we seek to clarify the centrality of the affective dimension in the teaching-learning process, an assumption that is based on the five stages of development, characterized by Wallon as steps that point to the dialectical and non-linear character of learning to be considered by the Psychopedagogy. In the light of Wallonian thinking, motricity and emotion are addressed as relevant components of psychopedagogical work. There is also a brief historical contextualization about the current dilemmas faced in the field of Education.
{"title":"AS CONTRIBUIÇÕES DO PENSAMENTO WALLONIANO EM INTERVENÇÕES PSICOPEDAGÓGICAS","authors":"Tharcila Damaceno","doi":"10.37388/CP2021/V29N30A03","DOIUrl":"https://doi.org/10.37388/CP2021/V29N30A03","url":null,"abstract":"pressuposto desenvolvimento, caracte-rizados Wallon etapas apontam dialético e não-linear aprendizagem a ser considerado pela Psicopedagogia. pensamento walloniano, motricidade e emoção componentes relevantes psicopedagógico. breve contextualização histórica atuais enfrentados Educação. ABSTRACT This article aims to bring together the main aspects of Wallonian thinking about human devel-opment in order to constitute a dialogue with psychopedagogical practice. Initially, we seek to clarify the centrality of the affective dimension in the teaching-learning process, an assumption that is based on the five stages of development, characterized by Wallon as steps that point to the dialectical and non-linear character of learning to be considered by the Psychopedagogy. In the light of Wallonian thinking, motricity and emotion are addressed as relevant components of psychopedagogical work. There is also a brief historical contextualization about the current dilemmas faced in the field of Education.","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131002291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/cp2021/v30n31a05
Ana Lúcia Petty, C. Kunsch, M. T. Souza
{"title":"DESAFIANDO CRIANÇAS A PENSAR: INTERVENÇÃO COM JOGOS E PROCESSOS DE DESENVOLVIMENTO","authors":"Ana Lúcia Petty, C. Kunsch, M. T. Souza","doi":"10.37388/cp2021/v30n31a05","DOIUrl":"https://doi.org/10.37388/cp2021/v30n31a05","url":null,"abstract":"","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133095291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/cp2020/v28n29a04
Silvia Aparecida Santos de Carvalho
{"title":"ENSINO E APRENDIZAGEM DA LEITURA E DA ESCRITA À LUZ DE CONTRIBUIÇÕES DA TEORIA WALLONIANA: CONSTRUÇÃO DE POSSIBILIDADES PSICOPEDAGÓGICAS NO CONTEXTO ESCOLAR","authors":"Silvia Aparecida Santos de Carvalho","doi":"10.37388/cp2020/v28n29a04","DOIUrl":"https://doi.org/10.37388/cp2020/v28n29a04","url":null,"abstract":"","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129314779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the beginning of the Covid-19 pandemic, the Office of Mental Health of the Dean of Under - graduate Studies at USP has offered individual support session, research, and actions to promote the health of undergraduate and graduate students, mediated by digital technologies. Among the modalities offered, the Conversation Circles focuses on the socio-emotional approach and intends to raise awareness, build, and strengthen support networks among students, professors, and staff. The main objective is to respond quickly to the demand for help arising from psycho - logical and emotional problems. related to physical distance. Several forms of interaction and mediation strategies based on the construction of knowledge from the lived experience were used. The Conversation Circle allows the sharing of anxieties, fears, and hopes of participants. Each testimonial can be representative of a group feeling, but it can also lead to differences and disagreements that show otherness and it is through this space of dialogue, interaction, and reflection that connection and empathy are sought. The rounds of conversation were held in six Teaching Units, meeting the specific demands of each one of them: some only with undergrad - uate and/or graduate students, others only with employees and others involving professors and students. The results show that Conversation Circles enable the sharing of common difficulties, promote a form of collaborative communication, and strengthen the bond between the partici - pants, favoring the experience of belonging. It was concluded that the Conversation Circles can increase self-knowledge in relation to the suffering experienced through verbal expression and the resulting group reflections.
{"title":"RODAS DE CONVERSA NA UNIVERSIDADE PÚBLICA DURANTE A PANDEMIA COVID-19: EDUCAÇÃO E SAÚDE MENTAL","authors":"Andrés Eduardo Aguirre Antúnez, Ana Luiza Raggio Colagrossi, Érika Rodrigues Colombo, Frida Zolty, Nara Liana Pereira Silva","doi":"10.37388/10.37388/cp2021/v30n31a01","DOIUrl":"https://doi.org/10.37388/10.37388/cp2021/v30n31a01","url":null,"abstract":"Since the beginning of the Covid-19 pandemic, the Office of Mental Health of the Dean of Under - graduate Studies at USP has offered individual support session, research, and actions to promote the health of undergraduate and graduate students, mediated by digital technologies. Among the modalities offered, the Conversation Circles focuses on the socio-emotional approach and intends to raise awareness, build, and strengthen support networks among students, professors, and staff. The main objective is to respond quickly to the demand for help arising from psycho - logical and emotional problems. related to physical distance. Several forms of interaction and mediation strategies based on the construction of knowledge from the lived experience were used. The Conversation Circle allows the sharing of anxieties, fears, and hopes of participants. Each testimonial can be representative of a group feeling, but it can also lead to differences and disagreements that show otherness and it is through this space of dialogue, interaction, and reflection that connection and empathy are sought. The rounds of conversation were held in six Teaching Units, meeting the specific demands of each one of them: some only with undergrad - uate and/or graduate students, others only with employees and others involving professors and students. The results show that Conversation Circles enable the sharing of common difficulties, promote a form of collaborative communication, and strengthen the bond between the partici - pants, favoring the experience of belonging. It was concluded that the Conversation Circles can increase self-knowledge in relation to the suffering experienced through verbal expression and the resulting group reflections.","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129617522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/cp2021/v30n31a06
M. M. Santos, Liberalina Santos de Souza Gondim
This article is an integrative literature review from 2015 to 2020 on the contributions of the teacher-student relationship in the care of students’ mental health. Its general objective was to review the literature from 2015 to 2020 on the importance of the teacher-student relationship in the care of children and adolescent psychological distress, and as specific objectives: describe, based on the literature, the strategies used by teachers to deal with psychological distress demands from students; and synthesize the findings of the literature on the impacts of students’ demands on the educator’s mental health. It is qualitative research that analyzed twenty-one articles obtained through the following databases: Scientific Electronic Library Online (SciELO), Portal periódico Capes e Biblioteca Virtual em saúde (BVS). The results were organized into three thematic axes: strategies used by educators to deal with students’ psychological distress; teacher student relationship as a support in promoting the student ‘s mental health; and existing factors in the school context that influence teachers’ mental health. The results demonstrated the importance of the teacher-student relationship in caring for the student in psychological distress, however the strategies used by teachers in support and care are, in general, based on common sense, so that dealing with the students’ suffering demands it can generate risk of teaching illness.
本文对2015 - 2020年师生关系在学生心理健康关怀中的贡献进行了综合文献综述。其总体目标是回顾2015年至2020年关于师生关系在儿童和青少年心理困扰护理中的重要性的文献，并作为具体目标:根据文献描述教师处理学生心理困扰需求的策略;并综合有关学生需求对教育工作者心理健康影响的文献研究结果。这是一项定性研究，分析了通过以下数据库获得的21篇文章:科学电子图书馆在线(SciELO)，门户网站periódico Capes e Biblioteca Virtual em saúde (BVS)。研究结果分为三个主题轴:教育工作者处理学生心理困扰的策略;师生关系对促进学生心理健康的支持作用学校环境中影响教师心理健康的现有因素。研究结果显示师生关系在照顾心理困扰学生方面的重要性，但教师在支持和照顾学生方面的策略一般都是基于常识的，因此在处理学生的痛苦需求时可能会产生教学疾病的风险。
{"title":"CONTRIBUIÇÕES DA RELAÇÃO PROFESSOR-ALUNO NO CUIDADO À SAÚDE MENTAL DE ESTUDANTES: REVISÃO DA LITERATURA DE 2015 A 2020","authors":"M. M. Santos, Liberalina Santos de Souza Gondim","doi":"10.37388/cp2021/v30n31a06","DOIUrl":"https://doi.org/10.37388/cp2021/v30n31a06","url":null,"abstract":"This article is an integrative literature review from 2015 to 2020 on the contributions of the teacher-student relationship in the care of students’ mental health. Its general objective was to review the literature from 2015 to 2020 on the importance of the teacher-student relationship in the care of children and adolescent psychological distress, and as specific objectives: describe, based on the literature, the strategies used by teachers to deal with psychological distress demands from students; and synthesize the findings of the literature on the impacts of students’ demands on the educator’s mental health. It is qualitative research that analyzed twenty-one articles obtained through the following databases: Scientific Electronic Library Online (SciELO), Portal periódico Capes e Biblioteca Virtual em saúde (BVS). The results were organized into three thematic axes: strategies used by educators to deal with students’ psychological distress; teacher student relationship as a support in promoting the student ‘s mental health; and existing factors in the school context that influence teachers’ mental health. The results demonstrated the importance of the teacher-student relationship in caring for the student in psychological distress, however the strategies used by teachers in support and care are, in general, based on common sense, so that dealing with the students’ suffering demands it can generate risk of teaching illness.","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114347080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.37388/CP2021/V29N30A01
Ana Celina Aquino Vasconcellos, Cinthia Peixoto Vieira, Danielle Goldsztajn
This article aims to highlight the anamnesis session, articulating it with the IRDI methodology, designe and conducted by psychoanalyst Maria Cristina Kupfer, who presents as one of the axes of her research the supposition of the subject, an important pillar that supports the construction of the child’s subjectivity. We know that this stage structures the psychopedagogical diagnosis and allows us to reflect on their life history. As we believe it is relevant to understand how chil-dren construct views of themselves and of the world from talks about and with them, the pro-posal explicit in the title of this work is justified.
{"title":"A CONSTITUIÇÃO DO SUJEITO E SUA HISTÓRIA DE VIDA: AMPLIANDO O OLHAR NA PRÁTICA PSICOPEDAGÓGICA","authors":"Ana Celina Aquino Vasconcellos, Cinthia Peixoto Vieira, Danielle Goldsztajn","doi":"10.37388/CP2021/V29N30A01","DOIUrl":"https://doi.org/10.37388/CP2021/V29N30A01","url":null,"abstract":"This article aims to highlight the anamnesis session, articulating it with the IRDI methodology, designe and conducted by psychoanalyst Maria Cristina Kupfer, who presents as one of the axes of her research the supposition of the subject, an important pillar that supports the construction of the child’s subjectivity. We know that this stage structures the psychopedagogical diagnosis and allows us to reflect on their life history. As we believe it is relevant to understand how chil-dren construct views of themselves and of the world from talks about and with them, the pro-posal explicit in the title of this work is justified.","PeriodicalId":305805,"journal":{"name":"Revista Construção Psicopedagógica","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116821404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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