Navegando por Assunto "Psicologia educacional"

Agora exibindo 1 - 12 de 12

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Análise das funções de verbalizações de terapeuta e cliente sobre sentimentos, emoções e estados motivacionais na terapia analítico-comportamental
(Universidade Federal do Pará, 2006-10-13) BARBOSA, João Ilo Coelho; TOURINHO, Emmanuel Zagury; http://lattes.cnpq.br/5960137946576592
Recent studies done by behavior analysts have aimed at gaining more knowledge about the function which self-descriptive accounts of feelings, emotions and motivational states (SEM) can have on the therapeutic process. This would allow for the development of a model of behavior-analytic intervention in light of such report. This study investigated the possible relationship between the clients verbalizations which were made concerning SEM, the interventions of the therapist in light of these comments and the evolution of the problems or complaints of the client in the development of a clinical case. The participants in the study were an experienced behavior-analytic therapist and a married adult client, who had no record of psychiatric problems. Thirty-six sessions were recorded, transcribed and analyzed over a period of one year. The analysis of the verbalizations which occurred in the sessions was done on the basis of four categories, two referring to the therapist: categories related to the basic functions of the therapists verbalization (FBVT) and categories of analysis. The other two categories referred to the client: categories of analysis and indicators of complaint or change. These categories were also compared regarding their occurrence within and outside of emotional episodes (EE), defined as sequences of dialogues between therapist and client, in which there was at least one mention of the clients SEM. The analysis of the results showed that the main complaints of the client were related to her husband, body events, mood, parents or relatives, work colleagues and the lack of assertiveness. The SEM which were referred to most in the report of the client and the therapist were those related to motivational states, sadness and fear. It was verified that the therapists interventions, in light of the accounts with reference to SEM took place mainly in the form of investigation and confrontation. Only a small portion of these interventions suggested any relationship between a response of the client and environmental contingencies, predominately the antecedent-response type. The client made more relationships between environmental events and her responses than the therapist did, which were also of the antecedent-response type. Regarding the evolution of complaints made, one can affirm that there was no evidence of the occurrence of consistent changes in the clients repertoire, nor in the way she referred to her problems. Comparing the categories which were studied within and outside of the EE, a major change was found in the FBVT, in the categories of analysis of the therapist and the client. There was also a larger number of and variation of the occurrences of indicators of complaint or change within such episodes. Such results confirmed that feelings, emotions and motivational states are targets of investigation and intervention of the analytic-behavioral therapist, which are consistent with existing literature. The clients and therapists mention of SEM or of related events strengthen the idea that these can be dealt with, some times as hidden responses, some times as private stimulus and quite frequently as the relationship between those who are involved in the events, as well as groups of interrelated links. Not being occasionally able to observe terms of behavioral relationships which define SEM did not lead to a different type of approach on the part of the therapist. On the contrary, the mention of SEM by the therapist and client seemed to favor the occurrence of verbalization which established connections between the clients behavior and environmental events.
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As representações sociais sobre o ensino de psicologia da educação e suas contribuições para a formação do educador
(Universidade Federal do Pará, 2006-08-18) RODRIGUES, Sônia Eli Cabral; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This works intends to study the social representaions os licentiaship courses of Universidade Federal do Pará about the teach of Psychology of Education. This study is based in the theorecal-methodological reference of social representations (moscovician reference os Social Psychology) to analyse the prodution of meanings, that are partake by students, about the teach of this discipline at UFPA (campus of Belém). By support of this theory, we begin thinking that knowledg are produces and elaborated, in the common sense, in the division social groups and orient thinkings, feelings and actis of these groups. Seventh students, that made the dispcipline, of six licenciateaship courses of UFPA Belém, participated in this study. We used in the basis collection two differents: the questionaire with mixture questions and the technic of focus group. The basis passed by a quantitative and qualitative treatment based in the statical analysis ad content analysis of Bardin (1977), what possibilited us to verify that social representations fo students, about the teach of Psychology Education, are in common meaning of this way: the students show that discipline has add with psychological knowledges (psychological theories, learning and development process) that can be applied to pratice of education; they consider teach of Psychology Positive, but they feel the deficiency of articulation between the contents od discipline, the educational reality, the courses specicific contents and the realtion between pedagoci theory and pratice. These basis about the teach of Psychology shows that discipline can contribute much more to formation of teachers, articulating of integrate way the dimensions of learning-tech process that are the content os Psychlogy of Education, in the way of pedagogic work and in the objective of to form teachers, These social representations of etudents are important because gives support to reflections, debates and propositions about the teach of Psychology of Education in the licenciatechip courses of UFPA.
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Ensino de discriminações de palavras com Onset/Rime e a emergência da leitura recombinativa em inglês da simbologia braille e do alfabeto romano em relevo em cegos
(Universidade Federal do Pará, 2009-08-31) LEITÃO, Graça Maria Evangelista; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Recent studies have documented that the explicit teaching of discrimination of syllables promotes the emergence of reading of syllables of teaching and syllables with recombination of the letters of the syllables of teaching. It also readily promotes the reading of words formed by the syllables of teaching and recombined. Studies have shown the reading of new words with recombination of onset and rime as facilitator factor when the English language is taught as mother tongue. The learning of English by blind people have been documented as a factor of inclusion. This study investigated whether the teaching of discrimination of words with segmentation onset/rime facilitates the reading of new words in English, as foreign language, using Braille symbols and the Roman alphabet in raised letters. Three blind women, fluent Braille readers, participated. The study comprised three stages. Stage Ia (auditory/Braille), Stage Ib (Braille/Roman alphabet in raised letters) and Stage Ic (auditory/Roman alphabet in raised letters). In Stage I the participants were exposed to a pretest, teaching of conditional discrimination and textual reading test of training and generalization words. In Stage Ic it was applied a test of conditional discrimination. In Stages II and III were applied tests of textual reading of recombined simple (Stage II) and compound (Stage III) words and naming of objects. It was tested the relations between spoken words and objects (AB), spoken words and printed words (AC), objects and printed words (BC) and printed words and objects (CB) which documented the comprehension reading of the words in Braille and Roman alphabet in raised letters, and the emergence of copy and dictation. The three participants reached the criterion in all phases of all stages. The results showed that the teaching of discrimination of words with segmentation onset/rime facilitated the emergence of recombinative reading in English, as foreign language, with blind speakers of Portuguese, using Braille and Roman alphabet in raised letters, it also showed the emergence of reading with comprehension with the equivalence of stimuli procedure. These results indicate that new technologies for teaching, that enable greater inclusion of blind people in community, can be generated.
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Ensino de leitura de frases com compreensão a alunos de 1ª série de escolas públicas de Belém
(Universidade Federal do Pará, 2008-07-03) HABER, Gabriella Mendes; BAPTISTA, Marcelo Quintino Galvão; http://lattes.cnpq.br/5106423103112681
School failure is a nationwide alarming fact, increasing the necessity for improved teaching techniques. The equivalence paradigm has been useful in understanding the behavior processes related to the acquisition of linguistic repertories and cognitive abilities. Research into the learning of reading by means of this paradigm hasaided in the identification of variables controlling both correct and incorrect responses, as well as the analysis of procedures that are efficient in eliciting responses under the control of printed stimuli. In this study, the teaching of sentences composed of demonstrative pronouns, nouns, adjectives, and intransitive verbs was investigated. There were five students with reading difficulties. All were tested on selected sentences at the beginning of the study. Stimuli in the auditory modality (syllables, words, and spoken sentences) were designated as letter A; visual stimuli for figures as B (written syllables, words, sentences, and figures representing words and sentences); the letter C refers to printed stimuli in the visual-auditory modality. Training in conditional discrimination was provided for spoken words/sentences and figures (relations AB), for spoken syllables/words/sentences and for printed stimuli (relations AC, Acp and Acf). There were differential consequences (social reinforcement) for correct responses, and corrective and other special procedures for incorrect responses. We sought to investigate whether, after teaching these prerequisite relations, equivalent relations would emerge (printed words, figures, and vice versa), and whether the participants would show generalized performance. No differential consequences were programmed prior to testing. At the end of each session, participants received prizes. The experiment was conducted in four phases. In Phase I, the stimuli were printed words with substantive function. In Phase II, sentences formed by words with substantive and adjective functions. In Phase III, the demonstrative pronoun was added to the sentences. In Phase IV, the verbs intransitives were added to the sentences. All participants, except one, learned the baseline units. On tests of equivalence and generalized learning, contrary to results from previous studies, the level of variability increased. All participants evinced reading comprehension in at least one of the phases involving sentences. During the stage of generalized reading in Phase II, only one participant emitted correct responses at the 100% level. The remaining students showed partial generalized reading or no recombinative reading, making it necessary to use a special procedure in order to raise the level of performance. Overall, the equivalence paradigm was considered to be eficacious in teaching reading comprehension. Procedural changes were suggested in order to make experimental control more rigorous. Results indicated that the stimulus equivalence paradigm is especially effective for teaching comprehension involving such grammatical classes as articles, adverbs, direct transitive verbs, and objects.
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Estrutura e dinâmica de famílias com um filho com necessidades educacionais especiais
(Universidade Federal do Pará, 2009-06-15) FREITAS, Hilda Rosa Moraes de; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
In the Brazilian context, research on the special educational needs focuses on the study of the difficulties and possibilities for inclusion of these students in regular classes of instruction, emphasizing the processes of teaching and learning. Few studies, in Brazil, see the family as the object of analysis, while not questioning its importance in child development. Thus, based on the bioecological model and the structural systemic theory, admitting to the family as a field of development common to all members it is necessary to know how it is structured to meet the demands arising from the special needs of your child and the effects of this dynamic in the group. From this it was aimed to describe the structure and dynamics of families of children with special educational needs, in addition to: analyze the interactions and relationships established within each subsystem (family, parent, sibling) and between them, and identify the organization family, from the mechanisms of cohesion and hierarchy in accordance with the structural systemic model. As the search strategy used the study of multiple cases, two families of children with special educational needs, a deaf girl, of ten years, and a boy, of twelve years old, with learning difficulties. The tools and techniques applied were: Roadmap for Semi-Structured Interview, Inventory of Routine (IR), Systematic Observation, Diary of Field, Family System Test (FAST) and Genogram. The scores obtained in the FAST were consistent with the results of IR, demonstrating greater cohesion in parent-child dyad that the father-child dyad, the two families, and the flexibility of borders in general, the perception of family was of border rigid, in systems, family, parent and sibling, and that the distribution of hierarchy was perceived by the parental dyad, in the two families, as a sign of preference for the sibling subsystem, and domination, for the parent subsystem, which interfered in the structures relational perceived by members. In assessing the sibling subsystem, the lack of power, represented by parents and representation by the children of this variable resulted in differences of perception in the group. Therefore, this study has, through the identification of relations and perceptions of members of families, to understand its dynamics and influence of, in developmental trajectory of children and the group, from, the demands arising from the diagnosis and strategies peculiar to each family to address the special needs of their children. Realizes that the family, the school's main partner in education, must be seen as a relational system whose strategies are fundamental for the child to have stimulated their skills and, thus, overcome their difficulties.
Acesso aberto (Open Access)
Falas que vêm das salas e falas que vêem as salas: o que dizem os professores de ciências e matemática sobre a psicologia da educação na formação docente
(Universidade Federal do Pará, 2006-08-18) DIAS, Luiz Carlos de Carvalho; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
In this research we apply a narrative approach qualitatively inspired as a compass to analyses and interpretations conducted by us. We place ourselves projecting the importance of research shape in autobiographical terms concerning teachers of Science and Mathematics in a continued education course at a post graduation level. We study along the subjects some aspects in Psychology of Education, in the beginning of teachers training, considered important for these teachers by teachers emotional attribution of value, sense and meaning in order to care about their present teaching practice. We stress the impressions of eight teachers in a Latu Sensu course Specialization in Mathematical Education, obtained through semi-structured collective interview taken from the first group and questionnaires applied to the second group, some theoretical-methodological content, focused on narrative terms, related to personal teaching practice and based on the idea of preparing brainy teachers that consider Psychology, especially, as a proposal for a development leading to a brainy practice. The analyses produced by us reveal auto-reflected and reflexive terms built on methodological-theoretical contents oriented to teaching practice being satisfactory and conceptual-theoretical contents not oriented to teaching practice labeled as insufficient by teachers interviewed, explained by their questioning on their interaction to teenager students and related to this group being numerous and emergent in medium and fundamental teaching level in common classrooms, as well in young and adults education. A kind of education by self-knowledge meant to heterodox knowledge, theorization of their teaching practice and study of reflexive teaching practices or specific psychological theories that make them care about their practice as propositions and principles of schooling. In research terms, to follow initial educational background by life experiences means to find the shape and attitude for schooling, sensitivity and sharp thought, in a significant come-to-be when teachers direct their life experiences in reflexive learning to teaching practice, not only attempting to reshape an self-image, but looking for a perception of the self and the other in schooling.
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Leitura recombinativa de palavras de inglês com onset e rime em braille e alfabeto romano em relevo por cegos
(Universidade Federal do Pará, 2009-09-10) FEITOSA, Maria de Belém Rolla Bôas; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Studies have documented that the explicit teaching of discrimination of syllables promotes the emergence of reading of taught syllables, syllables with recombination of the letters of the taught syllables and the reading of words formed by taught and recombined syllables. Research on recombinative reading in English has demonstrated the emergence of reading of new words formed by the recombination of onset e rime. The present study investigated if the teaching of reading monosyllabic words formed by recombination among onset and rime promote reading of new English words in Braille code and Roman alphabet in raised letters to blind people. Three blind adults participated in the study that was divided in three stages. In Stage I, the participants were exposed to a pretest, three sequences of gradual teaching units of conditional discrimination interspersed with textual reading tests of training and generalization words. In Stage Ic it was applied a test of conditional discrimination among words printed in braille and words in Roman alphabet printed in raised letters. In Stages II and III, tests of textual reading of simple generalization words (Stage II) and compound words (Stage III) and the naming of objects were applied. After that, the relations AB (spoken words – objects), AC, AD (spoken words – printed words), BC, BD (objects – printed words) e CB, DB (printed words – objects) were tested. These relations have documented reading comprehension. After the equivalence tests, it was also verified the emergency of performance in copy and dictation. The words were printed in braille in Stages Ia, IIa e IIIa. The words in Roman alphabet were printed in raised letters in Stages Ib, IIb, and IIIb. All participants reached immediately the criterion in all or in most stages of teaching and test. All participants have presented both textual reading and reading comprehension of simple generalization words and compound words, printed in braille and Roman alphabet in raised letters. The results showed the emergence of recombinative reading after the teaching of conditional discrimination of monossilabic words formed by onset and rime.
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A medicalização da educação e da resistência no presente: disciplina, biopolítica e segurança
(Universidade Federal do Pará, 2014-12) LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759; http://lattes.cnpq.br/8132595498104759
This article aims at bringing to debate nowaday´s intensive medicalization of existence, especially when it occurs by silencing of resistance by both disciplines and biopolitical and also by the strategies of increasingly refined security. These are used tactically, in a set of institutions that are run by expert specialists in diagnosing social deviations and differences by biomedical rationales, psychologizing and pathologizing of inventive education and political dissent. Our aim in this work is to problematize these everyday social practices and their effects. We also propose to describe and analyze the resistance to these practices. To sustain our argument we have the theoretical support of Michel Foucault and Robert Castel . This study is part of and ongoing research and historical nature through which we intent to contribute to the critique of medicalization of education and political dissent, today, in a society of security.
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Práticas educativas maternas e empatia em crianças de baixa renda
(Universidade Federal do Pará, 2012-03-30) SANTOS, Lorena Ribeiro dos; SILVA, Simone Souza da Costa e; http://lattes.cnpq.br/9044423720257634
The present study investigated the educational practices and parenting styles prevalent in mothers of low-income children and the relationship of these practices with the empathy of children. The research included the participation of 36 children, 9-11 years old, and their mothers. It was used as instruments the Sociodemographic Questionnaire, the Parental Styles Inventory and the Scale of Empathy for Children and Adolescents. The results indicate that scores of children's responses, regarding childrearing practices, were significantly lower than the scores of mothers, with a prevalence of negative practices in both perspectives. The parenting style is the predominant risk and below-average regular. It is found that higher levels of education of the children are related to higher levels of empathy. There is no correlation between maternal educational practices and levels of empathy. This study raised important information regarding childrearing practices, as the prevalence of negative practices in the surveyed mothers. The detection of this deficit raises the need for more comprehensive research on educational practices in low-income mothers, and the development of guidance and intervention programs that help mothers and fathers in the education provided to children.
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Representações sociais de adolescentes grávidas sobre a escola
(Universidade Federal do Pará, 2010-05-14) MORAIS, Kleber Augusto Fernandes de; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This study examined the social representations of teenage pregnancy on the school, from the characterization of adolescents, the identification of images and meanings that they had agreed on the school and check the implications of social representations of these pregnant teenagers on school. The study took a qualitative approach, taking as its theoretical framework the theory of social representations in their procedural aspects, was used as a technique for analyzing the content analysis of Franco, with the use of a questionnaire and a set of interviews. The locus of the research was a family health unit located in the neighborhood of 40 hours in Ananindeua - PA, being the subjects of this study, six (06) pregnant adolescents between 14 and 17 years who regularly participated in the program of prenatal and postpartum in that health unit. After completion of the analysis it became apparent the need for the school, to better accommodate these people and contribute to improving their life prospects from favoring alternatives that enable the continuation of studies by these teens.
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Tramas, redes e escafandristas: notas sobre a educação e o comum na pesquisa em Psicologia
(Universidade Federal do Pará, 2016-08) SANTOS, Daniele Vasco; LEMOS, Flávia Cristina Silveira; GOMES, Geise do Socorro Lima; GALINDO, Dolores Cristina Gomes
This article aims to reflect theoretically about the common experience of the plan dimensions in research through the composition of plots favoring collective assemblages of knowledge, power and subjectivity. The search for intercessors and networking enables invent and politicize relations, bodies, thought the production of truth incarnated and crossed by emotions. Knowledge is shared legacy and result of meetings between powerful conversations and questions, in the plot of heterogeneous forces and multiple that constitute them. Mainstreaming and multiply intercessors for transdisciplinary practice involves expanding perspectives, slide the institutional and subjective places to denature the crystallized practices and produce new collaborative stories between researchers and teachers, in psychology and in education.
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Transição ecológica: crianças no início da vida escolar e as mudanças de ambiente, atividades, relações e papeis
(Universidade Federal do Pará, 2013-08-26) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Throughout life the individual undergoes changes in its way of thinking, doing and feeling, usually resulting from transitions experienced in childhood and the changes that underlie the exchange of roles and changing ecological environment. In this sense, it is understood that the concept of ecological transition having been made in the scope of a theory of human development applies to studies like this intends to investigate the perception that children have their insertion and adaptation to school as an ecological context which differs from the family environment. This research aimed to study the process of ecological transition that involves the connection between family and school microsystems from the point of view of children and their caregivers, by investigating the changes of environment, activities, roles and relationships that mark the beginning of school life. The specific aims were to investigate how children experience and perceive the processes of ecological transition characterized by their inclusion and participation in daily life in two different microsystems, but related - family and school, to identify factors that facilitate and hinder the process of adjusting to school and that mark the experience of this form of ecological transition from the point of view of children and their families and teachers; describe ecological transition processes experienced by children in the first year of their school life, identifying possible similarities and differences in their perception on grounds of age. 53 people participated in the survey, with forty-six children enrolled in the Children's House School St Agnes (ECCSI), four parents and/or guardian and three teachers. Besides the family environment (here considered as the place of residence) and school (internal dependencies school, especially the kids bedrooms , the staff room and classrooms), children (especially in the study of multiple cases) were observed in their path way to school and on their return home. Parents were interviewed in the staff room, as well as the male child dorm. Have teachers were interviewed in classrooms Garden I, and the staff room. Among the main results, it was found that, every day, during the journeys of going to school and back to the house the children demonstrated both feelings of bem-estar/alegria (involving the mother and other family members in daily routines , relationships started in the environment school) as mal-estar/tristeza (complaints of pain and other symptoms of illness, violence). With regard to the factors that facilitate and hinder the process of adjusting to school that were organized around the four cores of the bioecological model was observed to be the most frequent categories: person (living comfortable and positive emotions, and bodily manifestations physiological) changes, and process (positive attitude toward school and learning). Comparing the three selected cases, it was noticed that each of the children lived in a particular way the adaptation process at the beginning of school life, it is important to note how much resisted changes resulting from their stay in a new environment and their activities, relationships and roles. This study may be useful to expand knowledge about this and other ecological transitions experienced in childhood, especially the adaptation of the child at the beginning of school life.