Navegando por Autor "RESQUE, Deusa Priscila da Silva"

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Efeito da competência leitora nas estratégias de organização perceptual da cena visual em escolares
(Universidade Federal do Pará, 2023-02) RESQUE, Deusa Priscila da Silva; MATOS, Felipe de Oliveira; http://lattes.cnpq.br/4207066833785568; https://orcid.org/0000-0002-4926-4694; PEREIRA JUNIOR, Antonio; http://lattes.cnpq.br/1402289786010170; https://orcid.org/0000-0002-0808-1058
The current Brazilian educational scenario, evaluated by different national and international indicators, has shown alarming results in mathematics, science and especially in reading. The country is in the last positions in all evaluations. For the change of this scenario, urgent educational measures that respect the student's biological and social development are necessary. The applied neurosciences to education emerge as a theoretical model of aid for pedagogical practices that aim to improve quality in education. An important contribution of neurosciences in education is focused on reading, through a theoretical/practical contribution on brain functioning those points more effective paths for literacy with a view to reading competence. In this sense, it was possible to understand that the human species has not yet developed a specific neural system for reading, using other brain structures for this function, ie literacy depends on a neural recycling process of brain structures associated with Sensory, motor and language functions, as is the case with brain regions associated with faces recognition, to accommodate the decoding of the written word. The aim of this study is to investigate reading in school -age children. To this end, the present thesis divided into two studies: Study 1 that investigates the inhibition of the generalization of letters in mirror in school -age children and the study 2 that investigates the relationship between reading competence and perceptual organization strategies of the visual scene in schools . Both studies were conducted in three public schools in the Belém do Pará Metropolitan Region, Brazil. Altogether two hundred and thirty -one subjects aged 6 to 10 years (113 boys, 8.2 ± 1.4 years and 118 girls, 8.2 ± 1.4 years), enrolled 1 to 5th years, were recruited, 1,2 ± 1.4 years old) elementary School. Among these eighty -eight subjects were students from school 1, fifty -two from school 2 and ninety from the school 3. In all, six tests were applied, each school participated in a different group of tests. Our results show that the performance of boys in the 6-10 year old is different from that of girls in the same age group for the reading competence test, with boys with higher performance, although it is not possible to establish differences between genders to the perceptual closure test. What's more, while boys performed significantly better in the rotation of letters in the older group, girls' performance was similar in both groups. This pattern is reverse for the mirror's task, with the older girls surpassing their younger counterparts and the boys performing similarly in both groups. Since the age period of our sample is not associated with large variations in reproductive steroid levels, we propose that the similarity of performance between younger and older girls in the mental rotation of letters may be associated with society's traditional attitudes and expectations and expectations about the relationship between spatial visual skills and gender. As for the mirror's task, while only girls showed a significant difference between the two age groups, the boys showed improvement, as expected by the mirror generalization inhibition to letters during reading. These findings are relevant to the development of more effective future strategies for optimizing the literacy process of school -age children, combining education and neuroscience. For this, more studies must be performed and the number of subjects investigated should be expanded.
Acesso aberto (Open Access)
Sentidos subjetivos relacionados à motivação de alunos surdos para participarem do clube do pesquisador mirim do Museu Paraense Emílio Goeldi
(Universidade Federal do Pará, 2014-08-20) RESQUE, Deusa Priscila da Silva; CASANOVA, Marcello Paul; http://lattes.cnpq.br/1747581773154776; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Inspired by González Rey’s Theory of Subjectivity, in this study I searched to investigate the motivation of two deaf to participate in a class of Club Researcher Mirim (CPM) of the Goeldi Museum (MPEG). In this theoretical perspective, the motivation is conceived as a subjective production. Subjectivity, simultaneously social and individual, is studied from a qualitative approach, that values the individual cases, the dialogical and constructiveinterpretative character of the information construction. I conducted research in a context of child scientific initiation, with a class of 12 children and two deaf, in a space of non-formal education where everybody learned Libras. During the academic year 2012, I observed and recorded the 31 meetings of the class. At the end of the year, I conducted interviews with those responsible for the children and with junior researchers listeners, using an audio recorder. I conducted interviews with deaf students in sign language also. These were recorded and later transcribed and analyzed. For the construction of the indicators of deaf motivation I considered the perspectives of family, colleagues and deaf people. From these indicators, I conclude that deaf students are motivated to participate in the CPM. Both showed similar Indicators of interest. They do not want to miss or be late for meetings; want to learn / teach Libras, make friends, learn and continue the CPM while they can; enjoy the activities and physical space. But their subjective senses configurations are different in relation to Libras and sciences learning, their relationships with colleagues and plans for future. Participate in the inclusive class of CPM contributes to the formation of friendships and also for the learning of the deaf, in a different way from what happens in school.