Sávio Silveira de Queiroz

Indicadores cognitivos, lingüísticos, comportamentais e acadêmicos de pré-escolares nascidos pré-termo e a termo

Este estudo comparou o desenvolvimento de criancas, aos cinco anos de idade, nascidas prematuras e com baixo peso (PTBP), com criancas nascidas a termo (AT), avaliando-se indicadores academicos (IAR), comportamentais (CBCL-1½-5 anos), linguisticos (LAVE-expressiva; TVIP-receptiva) e cognitivos (testes psicometricos: Columbia e Raven-MPC; prova assistida: CATM). A amostra foi composta por 34 criancas distribuidas em dois grupos: G1-PTBP: 17 criancas pre-termo (<37 semanas de gestacao) e baixo peso; e G2-AT: 17 criancas a termo e peso ≥2.500g. G1-PTBP apresentou desempenho inferior nas areas academica, linguistica expressiva, comportamental e cognitiva (Columbia e CATM: operacoes cognitivas e comportamentos facilitadores). Confirmaram-se outros estudos indicativos de que criancas PTBP podem apresentar mais problemas no curso de seu desenvolvimento do que criancas nascidas a termo.

A concepção de violência segundo atores do cotidiano de uma escola particular: uma análise psicológica

The objective of this work is to check the concepts of school violence among the members of a private school, in Vitoria, and to analyze how they deal with violence. The majority of them take into account two aspects of school violence: the physical and the verbally expressed ones. The family which does not follow socially-acceptable parameters has been pointed out as the main cause of school violence; second, comes the enviroment in which the student lives or where the school is located, which shows the little importance attached to activities developed within the school building.

Erros e equilibração em psicologia genética

The errors present in the tasks of a subject builder of knowledge are important because, tthey are observable and promote the process of balancing. For the researcher, clinician or teacher, the observation of constructivist errors can guarantee a minimum objectivity in the process of diagnosis and intervention. Our intention in this review of theoretical work is to characterize the error inherent in the activity as part of the subject construction that, when placed to resolve a problem, taking advantage of this error is to promote the opening of new possibilities. We try to update the characterization of errors as part of the learning process and highlight the logic of children. We criticiz the positions that consider the error as evidence of disability and difficulties in solving tasks.The errors present in the tasks of a subject builder of knowledge are important because, tthey are observable and promote the process of balancing. For the researcher, clinician or teacher, the observation of constructivist errors can guarantee a minimum objectivity in the process of diagnosis and intervention. Our intention in this review of theoretical work is to characterize the error inherent in the activity as part of the subject construction that, when placed to resolve a problem, taking advantage of this error is to promote the opening of new possibilities. We try to update the characterization of errors as part of the learning process and highlight the logic of children. We criticiz the positions that consider the error as evidence of disability and difficulties in solving tasks.

E quando os estudantes pedem mais disciplina?: Estudo de caso e reflexões sobre autonomia e vida escolar

The aim of this paper is to discuss the social role of school considering the students’ experiences and their perceptions of the school rules. We relate a case study based on interviews with two high-school female students. In this interview, they both criticize the school procedures and ask for more strict rules and discipline. In our analysis, we examine the history of school as a disciplinary institution, and we also discuss the meaning attributed by the students to school experiences, family, adolescence, school rules and professional future. We interpret their request for more discipline regarding not only the social-historical context but also the student’s social practices and subjective meanings. We claim that educators must consider those subjective meanings and that school practices must include psychosocial analysis in order to enhance the autonomy of teachers and students. Finally, we conclude that school must sustain its authority and, at the same time, it must be open to understand and to incorporate differences.

Procedimentos de contagem de pontos em um jogo com conteúdo matemático

Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.

Indícios de validade do déficit relacional no Método de Rorschach para população adulta não-paciente

El Metodo de Rorschach Sistema Comprensivo, con respecto a la poblacion adulta de no pacientes, en Brasil, esta estandarizado. Estudios de metanalisis transculturales sobre esos resultados apuntaron que la muestra brasilena presenta los mayores valores para el Indice de Deficit Relacional (Coping Deficit Index - CDI) entre 14 paises. Luego, esta investigacion busca indicios de validez del Indice de Deficit Relacional, investigando demanda social y aspectos del relacionamiento interpersonal en entrevista fenomenologica con 8 universitarios evaluados como positivos para el CDI. El analisis de los datos siguio el metodo fenomenologico. Los resultados apuntaron dificultades de los participantes en tratar con la demanda social; los relacionamientos con hermano no indican necesariamente intimidad o amistad, pero solo afecto. Hay distanciamiento, conflicto y desrespecto en el relacionamiento con el padre y desentendimiento con la madre. Se concluye que los datos apuntaron indicios de validez del Indice de Deficit Relacional.

Experiências de Aprendizagem em Natação para Crianças com Transtorno do Deficit de Atenção e Hiperatividade (TDAH): Aspectos Didáticos e Pedagógicos

presente estudo investiga a conduta de criancas escolares, do sexo masculino, com Transtorno de Deficit de Atencao e Hiperatividade (TDAH), na faixa etaria de 07 a 09 anos de idade, no desempenho de uma atividade esportiva. Ancorado na observacao da aprendizagem pela crianca dos conteudos do esporte ensinado, sustenta a hipotese de haver efeitos positivos da pratica regular e sistematizada da atividade fisica sobre a funcao neurocognitiva e no controle inibitorio de criancas com TDAH, evidenciando a possibilidade de reducao dos sintomas basicos desse grupo. Dado o carater exploratorio da pesquisa, foi proposto um Programa Experimental de Aprendizagem de Natacao, composto por uma unica etapa, compreendida por 5 unidades, perfazendo um total de 21 aulas. Os resultados apontam que o deficit atencional como um dos sintomas cardinais do TDAH nao se mostrou suficiente para interferir no desempenho das atividades pelas criancas. Da mesma forma, a hiperatividade e a impulsividade evidenciaram ser uma conduta positiva na realizacao de atividades desafiadoras ja que a crianca nao “parava para pensar” nas consequencias, estimulando outros alunos com sentimento de apreensao nas aulas para nadar. Numa perspectiva pedagogica conclui-se que as condutas das criancas pesquisadas nessa amostra, advindas do quadro sintomatico instalado pelo TDAH, nao se mostraram prejudiciais para a aprendizagem da natacao.

El dibujo como elemento de investigación del desarrollo cognitivo de niños con TDAH sometidos a experiencias de aprendizaje de natación

This study targets the investigation of the cognitive appropriation of notions of space, known as executive function (EF), for students who suffer from ADHD aged 7 to 9 years old and who participated in an experimental program to learn to swim. With a theoretical framework based on the genetic epistemology of Jean Piaget, this study uses drawing as a tool to graphically represent what was practised (plane of actions), internalised, and therefore learnt. The results of the comparisons of the drawings before and after the partaken in a swimming experimental program show a structural leap of the cognitive functions from the kids with ADHD, that bypass the perceptive structuring, adequated to the sensorimotor period, to a representative structuring, in accordance with the preoperative period. Therefore, swimming, an activity that stimulates all sensory-perceptual and motor sets of the exerciser, becomes a high-level educational element, making it an important resource for the development of successful action strategies in the learning processes of children with ADHD.

Vergonha: Acrescentando um pouco de Tempero

O objetivo deste artigo e investigar, a luz do Seminario, livro 17: O avesso da psicanalise, de Jacques Lacan, o estatuto da vergonha na contemporaneidade. O conceito lacaniano de vergonha indica que esse sentimento tem uma relacao intrinseca com significante-mestre. Lacan mostra que o sentimento de vergonha esta desaparecendo. Essa afirmacao nos intrigou e nos fez questionar o que esta causando a ausencia da vergonha em nossa sociedade. Observamos que houve uma mudanca sociedade: o gozo que antes deveria ser encoberto com o veu da vergonha passou a ser escancarado e desavergonhado. Paralelamente, ocorre uma mudanca no estatuto do superego, que agora pode ser lido como portador do imperativo de gozo. Mesmo afirmando a ausencia da vergonha, Lacan nao deixa de apontar que esse e um sentimento importante para a sociedade, bem como para a experiencia de analise, pois nos ajuda a lembrar que temos um significante-mestre de onde provem o gozo. Lacan sugere que, durante uma analise, e desejavel reconfigurar a vergonha de outra forma.

Counting points in a game with mathematical content: some procedures

Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.