Navegando por Assunto "Psicologia"

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Uma análise sobre os direitos humanos nas práticas curriculares da formação de psicólogos (as) da UFPA (2011-2015)
(Universidade Federal do Pará, 2017-05-09) FRANCO, Ana Carolina Farias; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
This thesis had as objective to problematize the curricular practices of the training in Psychology of the Federal University of Pará (UFPA), in order to investigate how it is the produced in this curriculum the object human rights between the years 2011 and 2015. Specifically aimed at problematizing the object human rights and its relation to field of education, examining the rationalities about human rights education today; to question the ways in which the human rights object has materialized in the practices of Brazilian psychology; to analize the way in which human rights objects is present in the curriculum devices: National Curricular Guidelines for the Psychology Courses and Political Pedagogical Project of the UFPA Psychology Course; to analize the rationalities about human rights present in the academic production of the Faculty of Psychology at UFPA and the relationship with the discourse societies to which they belong. From the Post-Critical Studies of the curriculum, we consider that the curriculum should not be thought of as merely a technical instrument that educational institutions produce to organize the disciplinary contents, but as a political device that produces effects of truth and power. Thus, in our analysis, we assume that the human rights object in the formation of psychologists is produced in a political framework in the construction of the curriculum, in which the struggle for the definition of this object is linked to different fields of knowledge and practices of subjectivation. What political rationales about human rights education are in dispute today? How have the practices of Brazilian psychology approached the field of human rights? How are human rights addressed by the National Curriculum Guidelines for Psychology Courses and by the Political Pedagogical Project of the UFPA Psychology Course? How are the rights addressed in the teaching production of the Faculty of Psychology of the mentioned university and to what rationalities appear related? As an initial hypothesis, it was argued that the curricular practices of the Psychology Training, offered by the Federal University of Pará, in the period of 2011-2015, are disconnected from the national propositions for Human Rights Education in Higher Education, although a set of existing Government Resolutions and Plans and the incentive to include human rights in Psychologist Training promoted by Psychology Entities, such as the Brazilian Association of Teaching Psychology and Federal Counsel of Psychology. And yet, although it is not a transversal axis of this formation, Human Rights are an object present in the curriculum, whose emergence occurs amidst a dispute for the definition and validation of this object between the different epistemological perspectives that sustain this curriculum. As far as the methodological aspects are concerned, a bibliographical and documentary research was carried out, starting from a historical perspective, prioritizing the intersection between the tracks of the archaeogenealogical history proposed by Michel Foucault and the historical ruptures engendered by the Annales (French school of historiography). As primary sources, in addition to the literature on training in Psychology and national and international documents on Human Rights Education, we favor CNE / CES Resolution nº 08/2004, which establishes the National Curricular Guidelines for Psychology Courses; the Resolution of the CONSEPE / UFPA n ° 4.216 / 2011 that regulates the political project pedagogical of the Course of Psychology; Course Plan of the Discipline Psychology, Justice and Human Rights; the curriculum lattes of 32 teachers linked to the Faculty of Psychology and; articles published in periodicals and chapters of books produced by these teachers between the years of 2011 to 2015. In the comparison between documentary sources, it was concluded that although the Political Pedagogical Project of the Psychology Course does not present human rights education with a transverse axis of formation, this object emerges strongly in a moving curriculum. This assertion was constructed from the analysis of the expressive teaching production, we analyse that the fabrication is in the dispute for distinct political rationalities, whose effects of power-knowledge-subjectivation can both affirm the rights as processes of singularization, as well as to support the judicialization and medicalization of life through of the curricular policy put into circulation in the Course of Psychology of the Faculty of Psychology of the Institute of Philosophy and Human Sciences of the Federal University of Pará.
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Arte-Educação em psicologia: a educação musical no tratamento de depressão e/ou ansiedade
(Universidade Federal do Pará, 2020-11-20) SOUSA, Maria Jucilene Silva Guida de; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217
The purpose of this work starts from the idea-strength that Art-education and Psychology can be combined in the psychotherapeutic process of certain phenomena related to human behavior. It has the assertive that when they are used, both do not lose their importance front to the object of study, that is, without either being mischaracterized, subjugated or objectified in function of the other, nor subjected to a mere functionality. The general objective of the research is to analyze how Music Education can help in the quality of life of patients with depression and / or anxiety. Therefore, the problem that guided the research is described as follows: how can Music Education help in the treatment of people with Depression and / or Anxiety Disorders? Facing this problem, it is possible to understand that the exercise of Art Education by Music Education is not only a task of Music Educators, inside the classrooms, but it can also be of Psychopedagogues and Psychologists, who work in the Health area and who seek to qualify in the area of Music Education, to apply it in psychopedagogical and psychotherapeutic contexts, through clear and defined objectives in the promotion of individual and collective health. The study demonstrates how it is possible to apply Art-education in Psychology, in an interdependent and dialogical process, without losing its essence, since they all prioritize the subject in its differences. To such achievement, it uses the Phenomenological method that seeks to understand a phenomenon and not necessarily explain it. As a type of research, this thesis is qualitative and carried out theoretical-applied research, through Participatory Observation in an experimentation laboratory at the Psychology and Psychopedagogy Service of the State University of Maranhão, in São Luís-MA for two groups of patients with depression and or anxiety disorder: one for intervention with activities in Music Education and another for comparative testing of results. As a result, it was found that the group of patients who had Musical Education activities in the process of psychological and psycho-pedagogical intervention achieved 100% behavioral improvement, according to the tests and retest applied and the opinion of the multidisciplinary monitoring team , while the group of patients who did not have activities in Music Education achieved only 20% improvement. It concludes, therefore, that the initial hypothesis that music education contributes to minimizing depressive and / or anxiety disorders has been confirmed
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Atenção à saúde e modos de andar a vida: a produção de conhecimentos em psicologia e os subsídios para um cuidado que pretenda produzir saúde para crianças e famílias nos contextos de pobreza
(Universidade Federal do Pará, 2012-09-18) RIBEIRO, Andrea Cristina Lovatto; FERLA, Alcindo Antônio; http://lattes.cnpq.br/6938715472729668
A health care that aims integrality in its actions and proposals must take into account the population’s singular life contexts as well as the life contexts of each specific individual, which can be observed in a specialized bibliography. It is well known that Brazil is a country that presents serious social inequality and the knowledge of cultural diversity among different social groups that co-exist in our country is fundamental to achieve an integral health care. The objective of this study is to understand if and in which ways the elements that are considered important to provide health in this context are present in scientific production in the psychology field. For this purpose, several texts present in the BVS (Virtual Health Library) were analyzed; in a total of 37 texts, which deal with the relationship between psychology and SUS (Brazilian Unified Health System). The importance of a contextualized practice was mentioned, however, none of the texts showed the description of specific contexts of families in poverty, indicating that this knowledge is not available in the psychology field and therefore showing the importance of considering the information available in other areas for an integral health care. Integral health care, team work, prevention and health promotion are major elements that are present in the academic production of knowledge; nevertheless we notice that these guidelines are still in the level of reflection and verbalizations, usually not taking place in practice. The challenges that set apart professional psychologist’s practice and SUS guidelines can be summarized in a professional training which emphasizes individual clinical practices resulting in decontextualized practices. Other challenges indentified were the way the health system itself was organized, and the way psychologists are not considered as generalist professionals in health policies. The concept of resilience in general is not present in the studies; however, the presence of other important elements to promote the autonomy of individuals was taken into consideration. Strategies of education: Academic and Permanent Education in Health (EPS) were also analyzed. It was observed that the discussion about professional training is present in most texts and that small changes have been made in order to bring the psychology field closer to the SUS system. Permanent Education in Health is not a significant factor in the studies, and its potential has not yet been explored in relation to psychology.
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Compreensão das vivências de psicólogas sobre o trabalho no hospital durante a Covid-19
(Universidade Federal do Pará, 2023-12-07) LIMA, Natasha Cabral Ferraz de; PIMENTEL, Adelma do Socorro Gonçalves; http://lattes.cnpq.br/4534230240595626
The research focuses on understanding the experiences of Psychologists who worked in a hospital in Belém/Pará, the capital located in the Northern Region of Brazil, during the Covid-19 pandemic which, specifically, had significant repercussions on the lives of those who experienced it. As in all social sectors, psychological action during the pandemic period found it necessary to adjust its practice to the emerging challenges posed by Covid-19. With the aim of carrying out a study on the perceptions of psychology professionals who worked in the hospital area during the Covid-19 pandemic, this dissertation is a qualitative study based on existential phenomenological theory. The data analysis method comes from Amedeo Giorgi's perspective. The study was approved by the UFPA Ethics Committee. The profile of the research participants was limited to five psychologists, over 18 years old, residents of greater Belém/PA, who cared for people infected and hospitalized by Covid-19 between March 2019 and March 2022. Based on the analysis of the structure From experience we identified common meanings in all interviews: 1. Volatility of information, speed of daily changes, intrinsic characteristics of the health emergency; 2. PPE issues affecting service and physical and humanized contact; 3. From the patient to the healthcare team, the pandemic affected everyone's mental health, in different forms and degrees of suffering; 4. During the pandemic, Information and Communication Technologies became essential to care; 5. Clinical Psychology was considered an essential service; 6. Healthcare professionals expressed the need for self-care. Also from the contextualization of the unique aspects of subjectivity between the interviews, we revealed the variant aspects: 1. Capacity for personal creative adjustment based on self-perception and self-knowledge; 2. Pandemic and gender issues; 3. Weakening post-pandemic health. The research is considered relevant due to the unveiling of subjective and intersubjective findings from the experience of Psychologists during the pandemic. We conclude that the study pointed out indicators for new research in mental health and care strategies, as well as the deepening of the modalities of providing psychological care, through ICTs.
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Concepção de criança na pós-modernidade
(2007-06) PIMENTEL, Adelma do Socorro Gonçalves; ARAÚJO, Lucivaldo da Silva
The article presents a synthetic perspective of the child’s conception, punctuating subjects related to the new-modernity and to the problem of the sexual violence inside the family, what is part of the bibliographical revision for the elaboration of the Master’s degree work in Psychology by the UFPA. The reflections are articulated through the point of view of Psychology and of occupational therapy, because the first is the base of our master’s degree paper and the second is our field of work. The new-modern thought values the singular and the idiosyncratic; so learning about the speech of the child shows us the importance of understanding what children think and feel about their infantile condition. The Psychology we based on offers for the analyses the concept of psychological nutrition, related to the offers the caretakers make of positive nutrition, which allows the child to grow in a creative and healthy way; besides this, occupational therapy presents the concept of expressive activities.
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Desafios da pós-graduação em Psicologia no Brasil
(2010) TOURINHO, Emmanuel Zagury; BASTOS, Antonio Virgílio Bittencourt
The regulation of Graduate Programs in Brazil is less than five decades old. Along this period, the system has been successful concerning its results, even though some of its essential features remain unfinished. In the field of Psychology, the system comprises 64 Programs and 42 of them offer Doctoral degrees. In order to efficiently cope the demands of the Brazilian Graduate System, the Psychology area will need to face challenges, some of which we highlight in this paper. They are: (a) the enlargement of geographical and thematic scope in order to overcome regional asymmetries and thematic gaps in psychological research;(b) the improvement of the evaluation system in order to comprise the diverse strategies in instructing new researchers and the knowledge production in every subarea of Psychology; (c) the necessity of a link among different areas of Graduate Programs in Psychology since the basis for knowledge production in this field may have additional demands related to the development of intervention technologies; and (d) the elaboration of policies which may qualify the system, improving the research networks, providing international exchange for the groups, promoting scientific publications, and extensive methodological learning, for instance. The diagnosis of these and other challenges, in their multiple dimensions, may lead to a more efficient use of the potentials of Brazilian research groups, towards the development of knowledge production and training new researchers.
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Efeitos da Magnitude de Consequências Individuais e Culturais sobre a Seleção de Culturantes de Autocontrole Ético
(Universidade Federal do Pará, 2017-07-17) SILVA, Bruno Rodrigues da; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
Metacontingencies relate to the contingent relationship between culturants (which includes interlocking behavioral contingencies and their aggregate products) and cultural consequences. Among the studies that have recently given empirical support to the concept of metacontingencies, are those that investigate the concurrence between individual and cultural contingencies under the notion of ethical self-control. Previous studies have evaluated the effect of increasing the magnitude of cultural consequence or individual consequence separately on cultural selection in concurrence contexts. However, no study has manipulated the magnitude of individual and cultural consequences together. The objective of this study was to evaluate the effect of the simultaneous manipulation of the magnitude of the individual and cultural consequences on the selection of culturants and individual responses of the participants in two microcultures. For this, a task involving a colored matrix of 10 rows (numbered from 1 to 10) and 10 columns (tagged with letters from "A" to "J") was used. The data collection was carried out with 2 groups (microcultures) of 3 college students. During the data collection with each microculture, each participant at a time selected a row from the matrix and received feedback from the experimenter about his or her choice. Choices on odd (impulsive) rows produced greater consequences for the individual while choices on even (self-controlled) rows produced lesser individual consequences, which, however, were correlated with the possibility of producing cultural consequences, when all 3 participants chose different color rows. During the experiment, the consequences varied so that as the magnitude of the individual impulsive consequence increased, the magnitude of the cultural consequence diminished and vice versa. The results indicated little influence of the variation of the magnitude of the consequences programmed in the experiment on the acquisition and maintenance of the culturantes and on the alteration of the pattern of the participants' choices in favor of the cultural or operant selection. New studies, with changes in the procedure, could better assess the influence of magnitude of consequences on the behavior of individuals in a group.
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Ensino intensivo de tato e a indução de comportamento verbal em crianças com Transtorno do Espectro Autista
(Universidade Federal do Pará, 2023-12-04) KEUFFER, Sara Ingrid Cruz; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
The present doctoral thesis consists of: 1) a systematic literature review that analyzed experimental studies evaluating the effect of Intensive Tact Instruction (ITI) on the induction or increase of verbal repertoires, and 2) an experimental study that investigated the effect of ITI on the induction of Full Naming (FN - emergence of speaker and listener responses to objects/events after mere incidental exposure to their names) and Bidirectional Naming (BN - speaker responses to objects/events are taught, and listener responses to these objects/events emerge, and vice versa) in children with Autism Spectrum Disorder (ASD). The systematic review analyzed 10 studies, describing the participants' profiles, environment, and experimental design, parameters of independent variable implementation, results, effect size of the independent variable (Tau-U), and the methodological quality (MQ) of the studies. It was found that the majority of studies: a) were conducted with children with ASD in schools with an analytical-behavioral basis, using a multiple-probe design between participants; b) implemented ITI with 100 daily tact trials (5 times per week), with five sets of stimuli; c) showed positive results for the induction/expansion of tacts (with Tau-U from moderate to strong), mixed results for intraverbals (with Tau-U from weak to moderate), and no effect for mands (small Tau-U); and d) had adequate MQ. No study adequately assessed the effect of ITI on the induction of NC or BN. Three children with ASD participated in the experimental study. After implementing ITI with three sets of stimuli, two children showed emergence and generalization of BN and FN (one of them maintained both repertoires, and the other maintained BN). The third child showed emergence of BN and the listener component in FN tests. The results are discussed in light of the current literature.
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Graduate and undergraduate studies: neighbors without affinity?
(2013-08) MENANDRO, Paulo Rogério Meira; TOURINHO, Emmanuel Zagury; BASTOS, Antonio Virgílio Bittencourt; YAMAMOTO, Oswaldo Hajime
This article presents two sets of information of historical interest for Psychology: regarding the context in which the profession of psychologist was regulated, and the graduate level formation. These sets of information are used to discuss the difficulty in promoting de facto articulation between undergraduate and graduate level programs. This is an especially curious difficulty, as, since the initial phase of the organization of the Brazilian Graduate Program, the need to consider its integration with the undergraduate formation has always been highlighted. Nevertheless, some difficulties still persist with respect to this integration. Some proposals of activities that could provide articulation between the different levels of formation are presented for debate, both in the sphere of teaching and supervision, as well as in the context of research, with related activities that can serve the same purpose also being mentioned.
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O impacto do manifesto behaviorista de Watson na psicologia estadunidense: uma análise bibliométrica (1903-1923)
(Universidade Federal do Pará, 2015-03-16) SILVA, Eliza Galo; ARAUJO, Saulo de Freitas; http://lattes.cnpq.br/3032433208056386; CARVALHO NETO, Marcus Bentes de; http://lattes.cnpq.br/7613198431695463
In the history of psychology, it is generally accepted that behaviorism as an approach to psychology began with the 1913 publication of John B. Watson’s article “Psychology as the Behaviorist Views It” in Psychological Review. 2013 marked the 100-year anniversary of its publication. The article, sometimes referred to as “The Behaviorist Manifesto”, is often acknowledged in history and introductory textbooks to psychology as an important vehicle for ideas that would quickly and substantially change the academic landscape of psychology, especially in the United States. However, Watson´s original work and its respective impact have not yet been investigated extensively and systematically. The literature indicates that Watson’s proposal to dispense with introspective methods and the study of consciousness was not accepted broadly and immediately, instead encountering criticism and opposition from others in the field. In addition, the originality of his proposal was questioned, suggesting that those ideas were already present in scientific debate at the time but were not widespread. This article intends to analyze the impact of Watson’s 1913 article in two major journals of the era, Psychological Review and Journal of Philosophy, Psychology and Scientific Methods between 1903 and 1923. Keywords related to Behaviorism and Structuralism were recorded, as well as quotes attributable to Watson and his work. Data were analyzed considering the period before and after the Manifesto´s publication. The frequency of the term ‘behavior’ increased by 50% after 1913, ‘consciousness’ decreased 23%. Other terms were also cited more frequently after 1913 such as ‘introspect’ (10%), ‘mind’ (4%), ‘control’ (20%), ‘habit’ (17%), ‘instinct’ (6%) and ‘prediction’ (5%). These data shows that the term ‘behavior’ and others related with objective psychology appeared more frequently after the Manifesto´s publication and terms related to Structuralism also remained frequent. Additional data suggest that other works by Watson, specifically his books published in 1914 (Behavior: An introduction) and 1919 (Standpoint), were cited more frequently than the Manifesto, suggesting that these works were also important disseminators of Watson´s Behaviorism.
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Intuição para Bergson e Deleuze: atravessamentos por devires da pesquisa em Psicologia
(Associação Brasileira de Psicologia Escolar e Educacional, 2017-08) GALINDO, Dolores Cristina Gomes; LEMOS, Flávia Cristina Silveira; NASCIMENTO, Caroline Christine Garcia do; SOUZA, Leonardo Lemos de; NASCIMENTO, Roberto Duarte Santana
This article is a literature review, seeking a conversation between Henri Bergson and Gilles Deleuze, to problematize the intuition of research in Psychology and the becoming child. Opening this conversation brings relevant clues that allow you to move paths and move territories to make think beyond the die, suspending previous judgments. Thus, it is possible to invent concepts and make a scattered attention through the practice of research in Psychology, leaving the essences, linear and causal logics. Becoming a child is to act as a force in the data cast, at random, in which the virtual actualizes itself without repeating and imitating forms. Becoming a child makes it possible to move from resemblance and recognition to daring to create other Psychologies.
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Livros à mão cheia: o livro como veículo de produção acadêmica
(2011-06) MENANDRO, Paulo Rogério Meira; YAMAMOTO, Oswaldo Hajime; TOURINHO, Emmanuel Zagury; BASTOS, Antonio Virgílio Bittencourt
This essay discusses the importance of books as means of scientific publishing. Arguments are presented which favors the view that periodicals and books, in several areas of knowledge, constitute different modes for dissemination of academic findings, complementary in the fulfillment of relevant functions for the development of sciences and for both professional formation and development. The methodology adopted in recent years in Brazil for evaluation of books produced within Graduate programs in Psychology is described and commented.
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Nos rastros da história da assistência da psicologia no Pará: a inserção do psicólogo no Hospital Psiquiátrico Juliano Moreira (1978-1984)
(Universidade Federal do Pará, 2011) MONTEIRO, João Bosco; NICOLAU, Roseane Freitas; http://lattes.cnpq.br/0430583046421802; MOREIRA, Ana Cleide Guedes; http://lattes.cnpq.br/9245673017553186
The investigation of the Inclusion of Psychologist at the Hospital Juliano Moreira is a proposal to rescue the development of Psychology in the State of Pará, in order to examine this historical journey in the period 1978 to 1984, placing the formation and work of the psychologist, placing it in historical scope of this mental health institution and its impact today. It was intended, by means of content analysis, to highlight the therapeutic work in the context of psychologist inclusion, developed through the use of oral history to be made possible from semi-structured interviews with five former interns subject of Psychiatric Hospital Juliano Moreira. The results show that occupational therapy was the basis for therapeutic work used by this psychologist at the time, but in time there have been advances that allowed them to position themselves professionally and politically, a process made possible by study, the struggles, the consolidation of their identity but also by better working conditions and patient care. We conclude this paper was developed beyond the historical path of Insertion and the therapeutic work of the Psychologist, considering the protagonist and mobilizing character residing in those professionals residing in favor of better conditions for the place that, in fact, has formed him.
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Notas sobre o Behaviorismo de ontem e de hoje
(2011) TOURINHO, Emmanuel Zagury
This paper aims at offering some historical references concerning the origins and development of behaviorist Psychology. It begins with Watson’s contributions and highlights his detachment from the causal mode of selection by consequence started in Psychology by Thorndike. Then, the paper discusses some developments of behaviorism under the leadership of Skinner and argues that some achievements have largely resulted from a recovery of selectionism. Finally, it contends that, by the end of the 20 th century, the approach started by Skinner extended to new directions, engendering behavior analysis as a multidimensional system. The paper concludes by pointing out that a historical view of the process of behavioral investigation provides a more precise frame of what this approach has represented as a psychological system.
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A produção de conhecimento em Psicologia: a análise do comportamento
(2003-06) TOURINHO, Emmanuel Zagury
This paper discusses radical behaviorist approach to Psychology as a science of behavior, highlighting three sets of issues: a) the notion of knowledge adopted, particularly in its rejection of logical positivist principles, and its accordance to an instrumental and relational view; b) an interpretation of Psychology as a field of knowledge in which philosophical, scientific and applied contents are articulated; and c) a research program of psychological phenomena based on an externalist view of the subject matter and a selectionist conception of causality. The analysis contrasts radical behaviorism to modern conceptions of men, emphasizing its scope and its critical and innovatory character in Psychology and in culture in general.
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A Psicologia como campo de conhecimento e como profissão de ajuda
(2004-04) TOURINHO, Emmanuel Zagury; CARVALHO NETO, Marcus Bentes de; SILVA, Simone Maria Neno
The present article focuses an interpretation of psychology according to which philosophical/reflexive, empirical, and applied contents account for an original configuration of the discipline. The paper considers some historical facts that ground such configuration, which should be considered in order to achieve a better understanding of the heterogeneity of objects, methods, goals and philosophical commitments of the diverse psychological approaches. Some implications of the model to an appreciation of (academic and non academic) doings in contemporary psychology are then discussed. It is argued that the success of each psychological approach depends, to a certain extent, on its recognition of the multifold character of the psychological field and its capacity to give consistent and integrated responses to the different social demands that give rise to the field.
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A psicologia da aprendizagem e a licenciatura em matemática: aproximações e distanciamentos nessa relação
(Universidade Federal do Pará, 2015-06) LEDOUX, Maria Lidia Paula; SILVA, Francisco Hermes Santos da
This is study arose from concerns experienced in the discipline of Psychology Learning, taught classes in the Bachelor of Mathematics and aimed to investigate the conceptual perception of teachers in initial training in relation to the discipline, in order to identify the similarities and distances that exists between the discipline and course. the investigation was conducted with 21 students, selected the three classes we teach in the discipline. the e information was made via semi-structured questionnaire with questions. ! e answers given to the questions - conceptual perception of teachers in training on the Psychology of Learning. the relationship / identity of Teachers in training with the discipline of Psychology Learning. Distances and approaches between the Psychology of Learning in Mathematics and served as axes of analysis. the e analysis were based on the methodology of Textual Discourse Analysis, defended by Roque Moraes. the e results show that in perceptions of these teachers in training, there are distances and approximations in the relationship between Psychology and Learning in Mathematics.
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Responsabilidade social e satisfação do consumidor: um estudo de caso
(Universidade Federal do Pará, 2006-02-10) ARAÚJO, Marley Rosana Melo de; MOREIRA, Alice da Silva; http://lattes.cnpq.br/7718967463101136; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
The theme of this study is the phenomenon of social responsibility in business. This research constitutes a case study with a socially responsible company, aiming at to verify the consumer's perception concerning the social responsibility of this company and its influence, together with some variables of business acting (price of the tariff, electric power service, service to the customer, communication with the customer), in the consumer's satisfaction. The studied company was the Rede Celpa Centrais Elétricas do Pará S.A. In preliminary study an instrumental of measurement of the meaning attributed by the consumer to the term social responsibility was developed (Meaning Social Responsibility Scale), validated with sample of 672 consumers of Belém. This scale was adapted and nominated for Social Responsibility Scale, in order to be used in the present study. They were also built more two instruments (Indicators of Business Acting and Evaluation of Consumer’s Satisfaction) to reach the intended objectives. The rising of the data gave through analysis of existent documents in the company; interviews in depth with the directing category of the company; 595 electric power consumers' residential sampling, residents of the neighborhoods Cremação and Umarizal, in the city of Belém. The data were analyzed through Analysis of Content, Factorial Analysis and Analysis of Multiple and Hierarchical Regression. The fact of dealership Rede Celpa to accomplish stamp actions socially responsible it is not still clearly noticed by her consumer, although they has science that the company accomplishes legal obligations in the employees', consumers’ and environment’s treatment. The variables of business acting attested effect on the consumer's satisfaction, although it has remained a variance margin no explained suggesting the need to explore other antecedent variables. The company had their appraised attributes with concepts varying of reasonable for good for the consumer, what contributes to this to demonstrate moderate degree as for the satisfaction in consuming of this dealership.
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SAÚDE MENTAL DE ADOLESCENTES COM E SEM INDICADORES DO TRANSTORNO DO DÉFICIT DE ATENÇÃO/HIPERATIVIDADE
(Universidade Federal do Pará, 2023-02-06) TAVERNARD, Edimeire Pastori de Magalhães; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634; CASADO, Carla de Cássia Carvalho; http://lattes.cnpq.br/7836418506338392
Human development is a dynamic process marked by advances, stability and setbacks, a continuum in the evolution of the individual. Adolescence is one of the stages of this vital cycle, permeated by many changes that transcend chronological and biological aspects and is related to social, cultural, historical and psychological aspects that can constitute risk factors for mental health, especially for adolescents who have Attention Deficit/Hyperactivity Disorder. In this sense, investigating variables that may act as protective and risk factors can help in the development process and preserve their emotional health. The general objective of this thesis is to evaluate the levels of stress, self-perception and expectations for the future of adolescents, with and without ADHD indicators, high school students from a public school and the impact of these variables on mental health in adolescence. Four methodologically differentiated yet complementary studies were carried out. The first study aimed to characterize the instruments used to assess the construct of self-perception in research with the adolescent public, through a Systematic Literature Review - RSL. The review pointed to a variety of instruments aimed at assessing the construct of self-perception, with the Self Perception Profile of Adolescents (SPPA) being the most frequent in the investigated studies. Of the 29 (twenty-nine) instruments present in this RSL, 14 (fourteen) were validated, however, none was validated in studies carried out in Brazil. The second study compared the intelligence profile and attentional patterns of 322 adolescents with and without ADHD indicators, from a public high school. It was observed that students with and without characteristics of the disorder showed similarities in the intelligence profile, being classified with lower than average intelligence, with attention patterns oscillating between average and deficit. This emphasizes the need for investigations that allow understanding the factors that act in the cognitive development of adolescents. With the same sample, the third study compared the association between the behavioral profile (ADHD indicators) and the levels of stress, self-perception and future expectations of adolescents from a public high school. The association of variables was pointed out, in a relationship that the negative self-perception of subjects with ADHD indicators is congruent with the high levels of stress revealed in this sample. The study also revealed that the social and academic demands placed on adolescents who do not have the resources to meet them generate mental suffering that is expressed in high levels of stress and insecurity about the future. The fourth study examined the mental health of high school adolescents with and without ADHD indicators and its relationship with behavioral (ADHD indicators) and sociodemographic variables, based on a mental health index (MSI). The data revealed an association between low levels of mental health in adolescents and ADHD indicators. Additionally, it was observed that adolescents with ADHD indicators, who were enrolled in regular and technical secondary education, had low levels of mental health.