Cláudia Araújo da Cunha

Produção científica em avaliação psicológica no contexto escolar

This paper analyses the scientific production in psychological evaluation in the school context published in 234 articles from seven scientific indexed periodicals. The analysis was carried out according to some metascientific criteria such as: authorship, thematic, discourse, and exam of the different types of evaluation, to name a few. Results evinced not only a greater concentration of publications regarding to educational psychology evaluation in certain journals, but also an increase of these types of studies recently as well. It was also found that most of the authors were females and that psychological tests were used both in a variety of contexts and with diverse purposes. Psychometric instruments were the most frequently employed. Interviews and observations were also used. Projective techniques were reported only in 2.3% of the investigations. It is recommended that similar studies be conducted in order to better monitor the expanding area of psychological evaluation in Brazil.Esta investigacion tuvo como objetivo analizar la produccion cientifica en evaluacion psicologica en el contexto escolar publicada en 234 articulos de siete revistas indexadas. El analisis se baso en algunos criterios de la meta-ciencia, son ellos, autor, tematica, discurso y analisis de los tipos de evaluaciones. Los resultados mostraron que en algunas revistas hay una concentracion mayor de publicaciones sobre la tematica que se intensificaron en los ultimos anos. La participacion femenina fue predominante en los autores de los articulos y se detecto una gran diversificacion en los propositos y contextos en los cuales los testes psicologicos han sido utilizados. En relacion al tipo de evaluacion, los instrumentos psicometricos fueron los mas utilizados, siendo tambien frecuente la utilizacion de entrevistas y observaciones. La tecnica proyectiva fue usada en apenas 2,3% de las investigaciones. Se sugiere que sean realizados otros estudios semejantes, con el objetivo de monitorear la expansion del area de evaluacion psicologica en el Brasil.

Scientific production in psychological evaluation in the school context

This paper analyses the scientific production in psychological evaluation in the school context published in 234 articles from seven scientific indexed periodicals. The analysis was carried out according to some metascientific criteria such as: authorship, thematic, discourse, and exam of the different types of evaluation, to name a few. Results evinced not only a greater concentration of publications regarding to educational psychology evaluation in certain journals, but also an increase of these types of studies recently as well. It was also found that most of the authors were females and that psychological tests were used both in a variety of contexts and with diverse purposes. Psychometric instruments were the most frequently employed. Interviews and observations were also used. Projective techniques were reported only in 2.3% of the investigations. It is recommended that similar studies be conducted in order to better monitor the expanding area of psychological evaluation in Brazil.Esta investigacion tuvo como objetivo analizar la produccion cientifica en evaluacion psicologica en el contexto escolar publicada en 234 articulos de siete revistas indexadas. El analisis se baso en algunos criterios de la meta-ciencia, son ellos, autor, tematica, discurso y analisis de los tipos de evaluaciones. Los resultados mostraron que en algunas revistas hay una concentracion mayor de publicaciones sobre la tematica que se intensificaron en los ultimos anos. La participacion femenina fue predominante en los autores de los articulos y se detecto una gran diversificacion en los propositos y contextos en los cuales los testes psicologicos han sido utilizados. En relacion al tipo de evaluacion, los instrumentos psicometricos fueron los mas utilizados, siendo tambien frecuente la utilizacion de entrevistas y observaciones. La tecnica proyectiva fue usada en apenas 2,3% de las investigaciones. Se sugiere que sean realizados otros estudios semejantes, con el objetivo de monitorear la expansion del area de evaluacion psicologica en el Brasil.

Producción científica en evaluación psicológica en el contexto escolar

This paper analyses the scientific production in psychological evaluation in the school context published in 234 articles from seven scientific indexed periodicals. The analysis was carried out according to some metascientific criteria such as: authorship, thematic, discourse, and exam of the different types of evaluation, to name a few. Results evinced not only a greater concentration of publications regarding to educational psychology evaluation in certain journals, but also an increase of these types of studies recently as well. It was also found that most of the authors were females and that psychological tests were used both in a variety of contexts and with diverse purposes. Psychometric instruments were the most frequently employed. Interviews and observations were also used. Projective techniques were reported only in 2.3% of the investigations. It is recommended that similar studies be conducted in order to better monitor the expanding area of psychological evaluation in Brazil.Esta investigacion tuvo como objetivo analizar la produccion cientifica en evaluacion psicologica en el contexto escolar publicada en 234 articulos de siete revistas indexadas. El analisis se baso en algunos criterios de la meta-ciencia, son ellos, autor, tematica, discurso y analisis de los tipos de evaluaciones. Los resultados mostraron que en algunas revistas hay una concentracion mayor de publicaciones sobre la tematica que se intensificaron en los ultimos anos. La participacion femenina fue predominante en los autores de los articulos y se detecto una gran diversificacion en los propositos y contextos en los cuales los testes psicologicos han sido utilizados. En relacion al tipo de evaluacion, los instrumentos psicometricos fueron los mas utilizados, siendo tambien frecuente la utilizacion de entrevistas y observaciones. La tecnica proyectiva fue usada en apenas 2,3% de las investigaciones. Se sugiere que sean realizados otros estudios semejantes, con el objetivo de monitorear la expansion del area de evaluacion psicologica en el Brasil.

Writing, emotional maturity, operativeness and creativity in a children´s group from Uberlândia

Este trabalho teve como objetivo discutir as possiveis relacoes estabelecidas entre as dificuldades de aprendizagem na escrita, o nivel intelectual, criatividade e maturacional de criancas de segunda serie do ensino fundamental. Para tanto, utilizou-se a Escala de Avaliacao na Aprendizagem na Escrita (ADAPE), a prova de conservacao de comprimento, a prova de posicoes possiveis dos dados sobre um suporte e o teste do CAT-H. Os quatro testes foram aplicados em 40 criancas, de ambos os sexos, de duas escolas da rede publica de ensino da cidade de Uberlândia - MG. Os coeficientes de correlacao por postos de Spearman sugerem que houve uma correlacao positiva significante obtida entre as variaveis conservacao de comprimento e criatividade. Quanto aos valores de U a partir da aplicacao do teste de Mann-Whitney, a escola localizada na regiao mais central obteve diferencas significantes entre as variaveis erros do ditado e conservacao de comprimento.

O papel do conflito sociocognitivo na aquisição da conservação de comprimento

The objective of this paper was to study the passage of non-operative to operative level of thinking, mediated by social-cognitive situations in pairs of 5, 6 and 7 old children. Three sessions of social interaction were conducted to evaluate knowledge of conservation of length in the children. Results revealed five patterns of learning conducts, ranging from the presence of constant fluctuations to answer stability since the first operative argument. Therefore this work concluded that the use of the social-cognitive conflict technique was efficient in promoting learning in the subjects.

Padrões de condutas de aprendizagem por conflito sócio-cognitivo

The research consisted in studying the ways of moving from the non-operative level of thinking to the operative one mediated by situations of social-cognitive conflicts in children between the ages of 5 and 7 in three sessions of social interaction facing the test of length maintenance. The experimental sessions, in number of three, lasted on average 30 minutes. Each session consisted of eight experimental situations, and from the second one on, seven conflict situations were introduced. The results showed the creation of five patterns of learning conducts, many of which, going from the presence of constant fluctuations up to the stability of the response since the first operative argument. The patterns found show that the children learn in different ways and that the use of the technique of the social-cognitive conflict was effective in promoting the learning.