Pub Date : 2020-04-13DOI: 10.20396/etd.v22i2.8654388
J. M. Luiz, Rafael Silveira da Mota, Veronice Camargo Silva
The present research is the result of an extension project developed in a Long Stay Institution for the Elderly (LSIEs) located in the city of Bage, state of Rio Grande do Sul, which has as general objective to reflect on the approach in between of young students and residents of the elderly, from the monitoring of activities in these institutions. In order to do this, to soften and understand this reality, we sought to point out some paths developed by a group of academics from the Pedagogy course of a public university, volunteers/participants of said project. Therefore, this research was characterized as a qualitative research, whose data were collected during a year, using as instrument a reflexive diary produced by the students. The interventions occurred two times a week, with two-hour sessions each, with the accompaniment of activities with elderly residents. The activities were varied, such as: music, reading, rhythmic, cognitive, motor, various body practices, many with the use of digital technological resources. After the sessions the students in order to expose their feelings and perceptions regarding that reality, produced reflective diary. For purposes of analysis, excerpts from the diaries of four academics, out of a total of twelve, were selected to develop the activities. In this research, we highlight the relevant participation of academics in actions such as this one, given that it constitutes a space for intervention for intergenerational work and for the deconstruction of prejudices regarding the aging process and its limitations, resulting in benefits for participants.
目前的研究是一个扩展项目的结果，该项目是在位于南里约热内卢Grande do Sul州Bage市的一个长期住院老年人机构(LSIEs)中开发的，其总体目标是通过监测这些机构的活动来反映年轻学生和老年人居民之间的方法。为了做到这一点，为了软化和理解这一现实，我们试图指出一群来自公立大学教育学课程的学者，该项目的志愿者/参与者所开发的一些路径。因此，本研究的特点是定性研究，其数据是在一年的时间里收集的，使用学生制作的反身日记作为工具。干预措施每周进行两次，每次两小时，并伴有老年居民的活动。活动是多种多样的，如:音乐、阅读、节奏、认知、运动、各种身体练习，许多都使用了数字技术资源。课程结束后，学生们为了表达他们对现实的感受和看法，制作了反思日记。为了分析的目的，从总共12位学者中选择了四位学者的日记摘录来开展活动。在这项研究中，我们强调了学者在此类行动中的相关参与，因为它构成了对代际工作的干预空间，并解构了关于老龄化过程及其局限性的偏见，从而为参与者带来了好处。
{"title":"Interações intergeracionais","authors":"J. M. Luiz, Rafael Silveira da Mota, Veronice Camargo Silva","doi":"10.20396/etd.v22i2.8654388","DOIUrl":"https://doi.org/10.20396/etd.v22i2.8654388","url":null,"abstract":"The present research is the result of an extension project developed in a Long Stay Institution for the Elderly (LSIEs) located in the city of Bage, state of Rio Grande do Sul, which has as general objective to reflect on the approach in between of young students and residents of the elderly, from the monitoring of activities in these institutions. In order to do this, to soften and understand this reality, we sought to point out some paths developed by a group of academics from the Pedagogy course of a public university, volunteers/participants of said project. Therefore, this research was characterized as a qualitative research, whose data were collected during a year, using as instrument a reflexive diary produced by the students. The interventions occurred two times a week, with two-hour sessions each, with the accompaniment of activities with elderly residents. The activities were varied, such as: music, reading, rhythmic, cognitive, motor, various body practices, many with the use of digital technological resources. After the sessions the students in order to expose their feelings and perceptions regarding that reality, produced reflective diary. For purposes of analysis, excerpts from the diaries of four academics, out of a total of twelve, were selected to develop the activities. In this research, we highlight the relevant participation of academics in actions such as this one, given that it constitutes a space for intervention for intergenerational work and for the deconstruction of prejudices regarding the aging process and its limitations, resulting in benefits for participants.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"317-335"},"PeriodicalIF":0.2,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48204182","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 : 2020-04-13DOI: 10.20396/etd.v22i2.8654564
Diego Winck Esteves, Máximo Daniel Lamela Adó
Este ensaio se ocupa do espaco do texto para desdobrar, na e pela escrita, problematicas que perspectivam o pesquisar em Educacao pela via da poetica. Compreende que a pesquisa ao se fazer pela escrita nao transcreve uma realidade previa, senao que cria uma realidade na composicao do texto; que o real, entao, so pode ser acessado por uma via ficcional. Para tanto, este ensaio apresenta algumas questoes sobre as quais traca linhas que definem pontos provisorios, ancoragens para pensar o pensamento que pensa a escrita da e na pesquisa em Educacao. Poe em cena, assim, o pensamento e sua relacao com o desconhecido. Com efeito, esse pesquisador que dramatiza via a escrita, compoe-se num espaco coexistencial, onde a nocao de autoria e revista e permutada com a imagem do narrador de uma ficcao. Essa imagem, por sua vez, e tomada como uma autoficcao ao mesmo tempo que coloca a escrita em relacao com certa nocao de performance. O pesquisador, nesse processo, torna-se aquele que narra o pesquisar ao se compor, tambem, nesse espaco ficcional, multiplo, polifonico e polissemico.
{"title":"Escrita e poética na pesquisa em educação","authors":"Diego Winck Esteves, Máximo Daniel Lamela Adó","doi":"10.20396/etd.v22i2.8654564","DOIUrl":"https://doi.org/10.20396/etd.v22i2.8654564","url":null,"abstract":"Este ensaio se ocupa do espaco do texto para desdobrar, na e pela escrita, problematicas que perspectivam o pesquisar em Educacao pela via da poetica. Compreende que a pesquisa ao se fazer pela escrita nao transcreve uma realidade previa, senao que cria uma realidade na composicao do texto; que o real, entao, so pode ser acessado por uma via ficcional. Para tanto, este ensaio apresenta algumas questoes sobre as quais traca linhas que definem pontos provisorios, ancoragens para pensar o pensamento que pensa a escrita da e na pesquisa em Educacao. Poe em cena, assim, o pensamento e sua relacao com o desconhecido. Com efeito, esse pesquisador que dramatiza via a escrita, compoe-se num espaco coexistencial, onde a nocao de autoria e revista e permutada com a imagem do narrador de uma ficcao. Essa imagem, por sua vez, e tomada como uma autoficcao ao mesmo tempo que coloca a escrita em relacao com certa nocao de performance. O pesquisador, nesse processo, torna-se aquele que narra o pesquisar ao se compor, tambem, nesse espaco ficcional, multiplo, polifonico e polissemico.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"354-368"},"PeriodicalIF":0.2,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337049","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 : 2020-04-12DOI: 10.20396/etd.v22i2.8654510
C. T. W. Rosa, Raquel Langaro
O estudo parte da necessidade de implementar e analisar propostas didaticas que favorecam a alfabetizacao cientifica nos anos iniciais. Com essa percepcao e acompanhada do entendimento de que ensinar Ciencias esta associada a buscar respostas aos problemas vivenciados pelos estudantes, formulou-se a questao de investigacao: quais caracteristicas associadas a alfabetizacao cientifica sao beneficiadas por praticas pedagogicas pautadas pela busca de solucao a problemas vivenciados pelos estudantes? Para responder a essa questao, o estudo estruturou uma proposta didatica baseada nos Tres Momentos Pedagogicos tomando-se como referencial a alfabetizacao cientifica em Lorenzetti (2000). O objetivo esta em avaliar as contribuicoes da sequencia didatica para o processo de alfabetizacao cientifica. Em termos metodologicos adota-se a abordagem qualitativa e participante, envolvendo a producao de dados a partir dos registros da professora/pesquisadora no diario de bordo, coleta dos materiais elaborados pelos alunos e gravacao em audio e video de uma das atividades realizadas - telejornal. Os resultados apontam que a sequencia didatica contribuiu para a alfabetizacao cientifica especificamente no uso de vocabularios enriquecido com termos e conceitos cientificos, na identificacao desses conhecimentos nas situacoes cotidianas, na identificacao de que ha mitos e crencas em grande parte dos conhecimentos adquiridos no mundo vivencial, sobre o papel consciente que cada sujeito deve exercer na sociedade e na sua responsabilidade critica sobre os eventos circundantes. Por outro lado, se mostrou fragilizada em aspectos como a identificacao de que nao ha verdade absolutas na ciencia e que ela e fruto de um contexto social, cultural, economico e politico.
{"title":"Alfabetização científica voltada à formação cidadã","authors":"C. T. W. Rosa, Raquel Langaro","doi":"10.20396/etd.v22i2.8654510","DOIUrl":"https://doi.org/10.20396/etd.v22i2.8654510","url":null,"abstract":"O estudo parte da necessidade de implementar e analisar propostas didaticas que favorecam a alfabetizacao cientifica nos anos iniciais. Com essa percepcao e acompanhada do entendimento de que ensinar Ciencias esta associada a buscar respostas aos problemas vivenciados pelos estudantes, formulou-se a questao de investigacao: quais caracteristicas associadas a alfabetizacao cientifica sao beneficiadas por praticas pedagogicas pautadas pela busca de solucao a problemas vivenciados pelos estudantes? Para responder a essa questao, o estudo estruturou uma proposta didatica baseada nos Tres Momentos Pedagogicos tomando-se como referencial a alfabetizacao cientifica em Lorenzetti (2000). O objetivo esta em avaliar as contribuicoes da sequencia didatica para o processo de alfabetizacao cientifica. Em termos metodologicos adota-se a abordagem qualitativa e participante, envolvendo a producao de dados a partir dos registros da professora/pesquisadora no diario de bordo, coleta dos materiais elaborados pelos alunos e gravacao em audio e video de uma das atividades realizadas - telejornal. Os resultados apontam que a sequencia didatica contribuiu para a alfabetizacao cientifica especificamente no uso de vocabularios enriquecido com termos e conceitos cientificos, na identificacao desses conhecimentos nas situacoes cotidianas, na identificacao de que ha mitos e crencas em grande parte dos conhecimentos adquiridos no mundo vivencial, sobre o papel consciente que cada sujeito deve exercer na sociedade e na sua responsabilidade critica sobre os eventos circundantes. Por outro lado, se mostrou fragilizada em aspectos como a identificacao de que nao ha verdade absolutas na ciencia e que ela e fruto de um contexto social, cultural, economico e politico.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"297-316"},"PeriodicalIF":0.2,"publicationDate":"2020-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336291","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 : 2020-04-12DOI: 10.20396/etd.v22i2.8654187
Simone Gonçalves da Silva
O presente trabalho visa discutir os caminhos percorridos durante o processo de constituicao de uma Tese de Doutorado em Educacao, que teve o ENEM como foco de investigacao. Para tanto, apresenta-se os tres principios que contribuiram para o processo de construcao teorico-metodologico, a saber: a perspectiva, momento que sao evidenciados os posicionamentos teoricos-metodologicos a qual a pesquisa se filia; o movimento, etapa que sao elencados os procedimentos utilizados para a geracao de dados; por ultimo, a analise, no qual sao definidas as ferramentas analiticas que possibilitam olhar para o material empirico. Os principios destacados serao discutidos de maneira articulada a exemplificacao de uma pesquisa realizada. Por fim, entende-se que perspectiva, movimentos e analise formam uma triade que pode contribuir para as pesquisas no campo da Educacao.
{"title":"Escolhas teórico-metodológicos para pesquisas em educação","authors":"Simone Gonçalves da Silva","doi":"10.20396/etd.v22i2.8654187","DOIUrl":"https://doi.org/10.20396/etd.v22i2.8654187","url":null,"abstract":"O presente trabalho visa discutir os caminhos percorridos durante o processo de constituicao de uma Tese de Doutorado em Educacao, que teve o ENEM como foco de investigacao. Para tanto, apresenta-se os tres principios que contribuiram para o processo de construcao teorico-metodologico, a saber: a perspectiva, momento que sao evidenciados os posicionamentos teoricos-metodologicos a qual a pesquisa se filia; o movimento, etapa que sao elencados os procedimentos utilizados para a geracao de dados; por ultimo, a analise, no qual sao definidas as ferramentas analiticas que possibilitam olhar para o material empirico. Os principios destacados serao discutidos de maneira articulada a exemplificacao de uma pesquisa realizada. Por fim, entende-se que perspectiva, movimentos e analise formam uma triade que pode contribuir para as pesquisas no campo da Educacao.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"278-296"},"PeriodicalIF":0.2,"publicationDate":"2020-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47436294","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 : 2020-02-14DOI: 10.20396/etd.v22i1.8658196
F. Soares
In this dossier the articles presented are intrinsically related to the aspects that favor the social and academic inclusion of people with Autism Spectrum Disorder (ASD). In this direction, they approach strategies that can promote the communication of people without orality, functional speech, social interaction in collective environments, the appropriation of academic/social/functional content, the socialization of pedagogical modes for educational work in productive groupings, the use of assistive technology with emphasis on Alternative Communication (CA). Thus, it contributes to the academic-scientific debate about pedagogical and social work with this population. The theme focuses on issues produced in investigative contexts that aim to support teacher education with a view to strengthening inclusive educational practices.
{"title":"Autismo","authors":"F. Soares","doi":"10.20396/etd.v22i1.8658196","DOIUrl":"https://doi.org/10.20396/etd.v22i1.8658196","url":null,"abstract":"In this dossier the articles presented are intrinsically related to the aspects that favor the social and academic inclusion of people with Autism Spectrum Disorder (ASD). In this direction, they approach strategies that can promote the communication of people without orality, functional speech, social interaction in collective environments, the appropriation of academic/social/functional content, the socialization of pedagogical modes for educational work in productive groupings, the use of assistive technology with emphasis on Alternative Communication (CA). Thus, it contributes to the academic-scientific debate about pedagogical and social work with this population. The theme focuses on issues produced in investigative contexts that aim to support teacher education with a view to strengthening inclusive educational practices.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336188","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 : 2020-02-14DOI: 10.20396/etd.v22i1.8658305
Marise Bartolozzi Bastos
Neste número, a Revista ETD apresenta aos leitores e leitoras o Dossiê Autismo: aspectos pedagógicos e sociais, proposto pelas professoras Francisca Maria Gomes Cabral Soares (UERN) e Leila Regina d’Oliveira de Paula Nunes (UERJ), trazendo para o debate acadêmico-científico seis trabalhos que abordam questões relevantes referentes aos aspectos pedagógicos e sociais tendo em vista a inclusão de pessoas com Transtorno do Espectro Autista (TEA)...
{"title":"Autismo","authors":"Marise Bartolozzi Bastos","doi":"10.20396/etd.v22i1.8658305","DOIUrl":"https://doi.org/10.20396/etd.v22i1.8658305","url":null,"abstract":"Neste número, a Revista ETD apresenta aos leitores e leitoras o Dossiê Autismo: aspectos pedagógicos e sociais, proposto pelas professoras Francisca Maria Gomes Cabral Soares (UERN) e Leila Regina d’Oliveira de Paula Nunes (UERJ), trazendo para o debate acadêmico-científico seis trabalhos que abordam questões relevantes referentes aos aspectos pedagógicos e sociais tendo em vista a inclusão de pessoas com Transtorno do Espectro Autista (TEA)...","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336306","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 : 2020-02-05DOI: 10.20396/ETD.V22I1.8653656
Liliana Soares Ferreira
Apresentam-se os argumentos em secoes inter-relacionadas sobre a desinstitucionalizacao relacionada a dessimbolizacao, os efeitos desses processos no trabalho pedagogico dos professores. Tal sequencia argumentativa tem como metodo a sistematizacao do que se le, do que se vivencia na condicao de pesquisador sobre o tema trabalho e do se passa a elaborar como consideracoes. Dessa vivencia, vao-se produzindo argumentos apresentados de modo inter-relacionado, com o intuito de aprofundar entendimentos acerca do trabalho pedagogico, aqui recortado como o trabalho dos professores na escola e elaborar questionamentos que darao continuidade aos estudos, pois este e o objetivo de uma sistematizacao. Entao, o trabalho pedagogico apresenta-se como possibilidade de os professores encontrarem condicoes de autoria, pertenca e novos significados para o trabalho que produzem.
{"title":"Trabalho pedagógico dos professores na escola","authors":"Liliana Soares Ferreira","doi":"10.20396/ETD.V22I1.8653656","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8653656","url":null,"abstract":"Apresentam-se os argumentos em secoes inter-relacionadas sobre a desinstitucionalizacao relacionada a dessimbolizacao, os efeitos desses processos no trabalho pedagogico dos professores. Tal sequencia argumentativa tem como metodo a sistematizacao do que se le, do que se vivencia na condicao de pesquisador sobre o tema trabalho e do se passa a elaborar como consideracoes. Dessa vivencia, vao-se produzindo argumentos apresentados de modo inter-relacionado, com o intuito de aprofundar entendimentos acerca do trabalho pedagogico, aqui recortado como o trabalho dos professores na escola e elaborar questionamentos que darao continuidade aos estudos, pois este e o objetivo de uma sistematizacao. Entao, o trabalho pedagogico apresenta-se como possibilidade de os professores encontrarem condicoes de autoria, pertenca e novos significados para o trabalho que produzem.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"164-180"},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68335690","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 : 2020-02-05DOI: 10.20396/ETD.V22I1.8653788
Dilma Prata Conserva, M. A. Costa
The continuous social and epistemological changes brought by globalization have resulted in a plurality of concepts to denominate the postmodern society - invaded by technological and scientific advances with uncontrollable speed. Consequently, this reality reflects in the educational context that urges for changes, aggregations and transformations in teaching practices, and the English teaching is not excluded from this reality. The active methodologies, more specifically the flipped classroom model, have cooperated for these innovations to occur. The present report deals with the contributions of the active methodologies and the experiences of the flipped classroom as a modality of the hybrid teaching, emphasizing its application in English teaching. It presents the experiences developed in a language school with pre-intermediate level students in the city of Patos-PB. In a central way, this research aimed to identify the contributions brought by the flipped classroom proposal to learn the English language and to know the possible challenges for the implementation of this methodology. The theoretical anchorage that underlies the understanding of the contributions of digital technologies and of the flipped classroom proposal is found in Bergamn and Sams (2016), Valente (2017), Monte Mor (2010), Horn and Staker (2015), among others
{"title":"O ensino de inglês permeado pela proposta de sala de aula invertida","authors":"Dilma Prata Conserva, M. A. Costa","doi":"10.20396/ETD.V22I1.8653788","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8653788","url":null,"abstract":"The continuous social and epistemological changes brought by globalization have resulted in a plurality of concepts to denominate the postmodern society - invaded by technological and scientific advances with uncontrollable speed. Consequently, this reality reflects in the educational context that urges for changes, aggregations and transformations in teaching practices, and the English teaching is not excluded from this reality. The active methodologies, more specifically the flipped classroom model, have cooperated for these innovations to occur. The present report deals with the contributions of the active methodologies and the experiences of the flipped classroom as a modality of the hybrid teaching, emphasizing its application in English teaching. It presents the experiences developed in a language school with pre-intermediate level students in the city of Patos-PB. In a central way, this research aimed to identify the contributions brought by the flipped classroom proposal to learn the English language and to know the possible challenges for the implementation of this methodology. The theoretical anchorage that underlies the understanding of the contributions of digital technologies and of the flipped classroom proposal is found in Bergamn and Sams (2016), Valente (2017), Monte Mor (2010), Horn and Staker (2015), among others","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"234-252"},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139040","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 : 2020-02-05DOI: 10.20396/ETD.V22I1.8651957
C. Sathler, Márcia Aparecida Amador Mascia
We present the partial results of a research on the teaching of Psychopathology in Brazilian Psychology courses and, having as corpus 5 (five) discipline syllabus, one from each region of the country. Affiliated to the Foucaultian studies, the aim of this work consists in discussing the relations between modes of production of subjectivity, governmentality, biopolitics and discipline. The results point the teaching of Psychopathology as a device for (re)production of subjectivities linked to the mechanisms of control and administration of bodies and populations and indicate the necessity of reassessment of its place in relation to the new demands placed by the public policies, highlighting the Unified Health System. We understand that the object of study of the discipline, the discursive relations present in this field and the intervention techniques operate as the foundation of professional practices of significant ethical consequences to the Country and, therefore, require their own alterations and articulated with other knowledges that constitute the Pedagogical Projects in Psychology
{"title":"Uma análise discursiva de ementas de psicopatologia em cursos de psicologia","authors":"C. Sathler, Márcia Aparecida Amador Mascia","doi":"10.20396/ETD.V22I1.8651957","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8651957","url":null,"abstract":"We present the partial results of a research on the teaching of Psychopathology in Brazilian Psychology courses and, having as corpus 5 (five) discipline syllabus, one from each region of the country. Affiliated to the Foucaultian studies, the aim of this work consists in discussing the relations between modes of production of subjectivity, governmentality, biopolitics and discipline. The results point the teaching of Psychopathology as a device for (re)production of subjectivities linked to the mechanisms of control and administration of bodies and populations and indicate the necessity of reassessment of its place in relation to the new demands placed by the public policies, highlighting the Unified Health System. We understand that the object of study of the discipline, the discursive relations present in this field and the intervention techniques operate as the foundation of professional practices of significant ethical consequences to the Country and, therefore, require their own alterations and articulated with other knowledges that constitute the Pedagogical Projects in Psychology","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"9 1","pages":"127-144"},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336020","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 : 2020-02-05DOI: 10.20396/ETD.V22I1.8655487
Kelly Whalon, Sarah K. Cox
Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.
{"title":"The role of theory of mind and learning of children with autism spectrum disorders in classroom settings","authors":"Kelly Whalon, Sarah K. Cox","doi":"10.20396/ETD.V22I1.8655487","DOIUrl":"https://doi.org/10.20396/ETD.V22I1.8655487","url":null,"abstract":"Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"10-26"},"PeriodicalIF":0.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68335976","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：