Teses / dissertações sobre o tema "Intervention des TIC"
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Veja os 44 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "Intervention des TIC".
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Evans, Gemma. "Parenting skills training as an intervention for tic disorders". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parenting-skills-training-as-an-intervention-for-tic-disorders(062fa8b4-1398-4200-9882-45f77254dcbd).html.
Texto completo da fonteHenning, Ellen Marie. "A parent-mediated habit reversal intervention for chronic tic disorders in children". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5774.
Texto completo da fontePascal, Amandine. "Conception d'une solution TIC pour favoriser l'émergence de projets innovants : une approche usage -L'expérience KMP-". Phd thesis, Université de Nice Sophia-Antipolis, 2006. http://tel.archives-ouvertes.fr/tel-00374023.
Texto completo da fonteGarcía, Sánchez Juan Carlos. "Towards a predictive interface for the specification of intervention tasks in underwater robotics". Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14101.2021.93456.
Texto completo da fonteLos robots desempeñan un papel fundamental en nuestra vida cotidiana, realizando tareas tan diversas como mantenimiento, vigilancia, exploración en entornos hostiles u operaciones de búsqueda y rescate. De entre todos los entornos donde actúan, el submarino es uno de los que más ha aumentado su actividad. Los tipos de robots utilizados son: ROVs, AUVs y HROVs. Existe un problema común a los tres: la interacción hombre-robot presenta diversas deficiencias y el usuario sigue jugando un papel central desde el punto de vista de la toma de decisiones. La presente tesis está centrada en la investigación relacionada con la interacción hombre-robot: el uso de algoritmos para asistir al usuario durante la especificación de la misión (haciendo que la interfaz de usuario sea fácil de usar), la exploración de una interfaz multimodal y la propuesta de una arquitectura de control del robot (permitiendo cambiar desde autónomo a teleoperado, o viceversa).
Programa de Doctorat en Informàtica
Moghadas, Zadeh Seyed Omid. "Solutions technologiques pour atténuer la solitude des aidants professionnels et des personnes âgées en perte d’autonomie". Electronic Thesis or Diss., Université Paris sciences et lettres, 2024. http://www.theses.fr/2024UPSLD002.
Texto completo da fonteThis thesis comprises three essays that collectively advance our understanding of loneliness mitigation among the elderly with loss of autonomy and professional caregivers through technology-based interventions. The first essay identifies a literature gap in ICT interventions for elderly recipients of professional home caregiving. It highlights the need for further research and recognizes the pivotal role of professional caregivers in these interventions. The second essay explores the distinctive perspectives of professional caregivers and reveals their substantial contributions to alleviating elderly loneliness through emotional companionship and cognitive support. In the third essay, mHealth solutions, including music and instant messaging, are introduced to address workplace loneliness among professional caregivers, offering practical insights for organizations to enhance caregiver well-being and retention. Collectively, these essays enrich our theoretical and practical comprehension of technology's potential to mitigate loneliness in elderly populations and professional caregiving contexts, thereby providing valuable insights for enhancing the quality of care and overall well-being
Maes, Arnaud. "Intervention du triptyque communauté virtuelle, multinationales et techniques d'information et de communication sur la communication virtuelle des masses : enjeux et stratégie de gouvernance de l'internet et rôle des TIC dans la co-régulation société civile et multinationales marchandes : étude de cas : sportmalin.com, le site communautaire d'e-commerce des sports et des loisirs en France". Aix-Marseille 3, 2007. http://www.theses.fr/2007AIX32026.
Texto completo da fonteThe increasing of ICT accentuates the phenomenon of the virtual communities. Rather privileging the social aspect more than the technological aspect, the aim of this thesis is to understand communication and organization in these communities. The ground problem has been to study this increasing phenomenon in a community context. The investigations then focused on the analysis of a community site of e-business in sports awarded by numerous innovation prizes as model of a community constitution: sportmalin. Com. Therefore from a theoretical point of view, it is necessary to understand the ICT as “communicational actefacts”. The principal interest was to reveal that the community phenomenon mainly results from a mediation between three antinomic objects of the system but nevertheless linked together : the community technical tools, the mercantile stakes and the will of the members to share and exchange their knowledge. The survey led during twenty months teaches us that an adequacy is possible between a mercantile and a community problematics. Just like a cog of a system, every part (virtual communities, community tools, the ICT, marketing initiative and the multinationals) completes the other as well as remaining dependent with the others. The analysis grants that the whole phenomenon of virtual community is the sole result of strategy of actors and rational choices. Although the virtual communities seem to be the product of deliberately coordinated efforts of a set of actors, the human factor is the unstable variable of this community system. The conclusion of this research reveals that the “ virtual commercial community ”, such as we are going to describe it in this study, establishes the universal model of any virtual community artefact
Oikarinen, A. (Anne). "Effects of risk factor targeted lifestyle counselling intervention on quality of lifestyle counselling and on adherence to lifestyle change in stroke patients". Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211923.
Texto completo da fonteTiivistelmä Tutkimuksen tarkoituksena oli selittää aivoverenkiertohäiriöpotilaiden (AVH) riskitekijöihin kohdistuvan elintapaohjausintervention vaikutuksia elintapaohjauksen laatuun ja elintapamuutokseen sitoutumiseen. Ohjauksen sisältöä ja ominaispiirteitä kuvattiin (I) narratiivisen kirjallisuuskatsauksen avulla (n=33). AVH-potilaiden elintapoja (n=150) sairaalaan tulovaiheessa kuvattiin ja selitettiin (II) poikkileikkaustutkimuksella. Kvasikokeellinen tutkimus selitti (III) elintapaintervention vaikutuksia työikäisten AVH-potilaiden elintapamuutokseen sitoutumiseen (n=75/ryhmä). Ohjauksen laadun ja elintapamuutokseen sitoutumisen välistä yhteyttä 12 kuukauden seurannan aikana selitettiin (IV) poikkileikkaus- ja pitkittäistutkimuksen avulla (n=98). Kirjallisuuskatsauksen aineisto kerättiin tietokannoista ja analysoitiin sisällön analyysillä (I). Empiirinen data kerättiin elintapamittarilla (II), elintapamuutokseen sitoutumismittarilla (III, IV) ja ohjauksen laatu mittarilla (IV). Aineisto analysoitiin kuvailevin tilastollisin menetelmin, faktorianalyysillä, ristiintaulukoinnilla, logistisella regressiolla sekä varianssianalyysillä. Seitsemän teemaa kuvasi ohjausta: tieto sairaudesta ja siihen liittyvistä tekijöistä, ohjauksen tavoitteellisuus, ohjausmenetelmät, vuorovaikutus ohjausmenetelmänä, sairaanhoitaja ohjaajana, emotionaalinen tuki, sekä potilaan hoitoon liittyvä päätöksenteko (I). Potilaista 75% oli ylipainoisia tai lihavia ja suurella osalla vyötärönympärys oli liian suuri (86.7%). He söivät jokseenkin epäterveellisesti, liikkuivat liian vähän ja olivat stressaantuneita. Potilaista 33.5% joi humalahakuisesti kuukausittain tai joka viikko ja 32.9% tupakoi (II). Koeryhmän potilaiden paino laski kolmen ja kuuden kuukauden kuluttua kotiutumisesta. Savukkeiden määrä väheni kolmen kuukauden kuluttua kotiutumisesta ja tupakoinnin lopettaminen lisääntyi kuuden kuukauden kuluttua. Koeryhmän potilaat saivat enemmän tukea hoitajilta, perheeltä ja ystäviltä (III). Ohjauksen laatu arvioitiin hyväksi, poikkeuksena oli ohjauksen potilaskeskeisyys. Kokonaisuutena ohjauksen laatu arvioitiin paremmaksi koeryhmässä. Vuorovaikutus, resurssit ja ohjauksen vaikutukset olivat selkeimmin yhteydessä elintapamuutokseen sitoutumiseen (IV). Elintapainterventiolla oli vaikutusta elintapaohjauksen laatuun sekä elintapamuutokseen sitoutumiseen lyhyellä aikavälillä
Peters, Klaus. "Widerstandsrecht und humanitäre Intervention /". Köln [u.a.] : Heymanns, 2005. http://www.gbv.de/dms/spk/sbb/recht/toc/494336714.pdf.
Texto completo da fonteHaglind-Sangré, Martin, e Nilsson Niklas Källänge. "Interventioner för att minska stillasittande på arbetsplatsen : En litteraturstudie". Thesis, Högskolan i Halmstad, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27700.
Texto completo da fonteCapistran, Julie. "Le transfert intertâche suite à une intervention CO-OP chez les enfants TAC". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31466.
Texto completo da fonteRusu, Lafcadio Robert. "Autoregulation et dependance : Intervention de sevrage tabagique par la sophrologie et les TCC". Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0358/document.
Texto completo da fonteClassic smoking cessation remains a continuous challenge, both with regard to is efficiency and in the number of relapses. This longitudinal study was aimed at verifying the evolution of changes in stress, anxiety, depression and self esteem scores during smoking cessation following cognitive behavior therapy (CBT), sophrology and nicotine replacement therapy, without the use of oral medication. The study was conducted with a follow-up of one year and 29 intervention sessions. The population sample consisted of 166 individuals, including 134 smokers, smoking between 5 and 40 cigarettes per day, of which 102 were admitted for smoking cessation, individually or as a group. The above therapeutic approach, based on "smoker's profile self regulation therapy", was found to be more effective than the classical smoking cessation approach, with 95% maintenance of smoking cessation after one year. Moreover, it allowed maintenance with lower healthcare costs, although necessitated a more onerous monitoring by smoking cessation specialists. This study seems to confirm that a long sustained follow up smoking cessation, based on targeted "smoker's profile" is more effective than any other approach. Several identical studies on more cases are necessary to confirm or to infirm this tobacco cessation way efficiency
Fiedler, Hans S. "Jugend und Gewalt : sozialanthropologische Genese, personale Intervention, therapeutische Prävention /". München : Utz, 2003. http://www.gbv.de/dms/bs/toc/365220515.pdf.
Texto completo da fonteDamrow, Miriam K. "Sexueller Kindesmissbrauch : eine Studie zu Präventionskonzepten, Resilienz und erfolgreicher Intervention /". Weinheim [u.a.] : Juventa-Verl, 2006. http://www.gbv.de/dms/bs/toc/504116541.pdf.
Texto completo da fonteLiteraturverz. S. 225 - 236.
Heitkamp, Thorsten. "Die Peripherie von Madrid : Raumplanung zwischen staatlicher Intervention und privater Investition /". Dortmund : IRPUD, 1997. http://www.gbv.de/dms/bs/toc/232007543.pdf.
Texto completo da fonteEijvergård, Vito Eveline, e Sophie Myhr. "Effekten av en utbildnings- och träningsmodell (FaR+) för att öka följsamheten av FaR över tid hos patienter med typ-2 diabetes". Thesis, Mittuniversitetet, Avdelningen för hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-21319.
Texto completo da fonteLange-Bertalot, Nils. "Weltbürgerliches Völkerrecht : kantianische Brücke zwischen konstitutioneller Souveränität und humanitärer Intervention /". Berlin : Duncker & Humblot, 2007. http://www.gbv.de/dms/spk/sbb/recht/toc/523594887.pdf.
Texto completo da fonteGeorge, Edward. "The Cuban intervention in Angola, 1965-1991 from Che Guevara to Cuito Cuanavale /". London ; New York : Frank Cass, 2005. http://www.loc.gov/catdir/toc/ecip0419/2004013931.html.
Texto completo da fonteHüfner, Felix. "Foreign exchange intervention as a monetary policy instrument : evidence for inflation targeting countries ; with 23 tables /". Heidelberg : Physica-Verlag, 2004. http://www.loc.gov/catdir/toc/fy044/2004298653.html.
Texto completo da fonteHossain, Kamrul. "Limits to power? : legal and institutional control over the competence of the United Nations Security Councin under Chapter VII of the Charter /". Rovaniemi : University of Lapland, 2007. http://www.loc.gov/catdir/toc/fy0802/2007438374.html.
Texto completo da fonteMolier, Gelijn. "De (on)rechtmatigheid van humanitaire interventie : respect voor staatssoevereiniteit versus bescherming van mensenrechten? /". Groningen : Boom Juridische Uitgevers, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/378085093.pdf.
Texto completo da fonteBüchler, Andrea. "Gewalt in Ehe und Partnerschaft : polizei-, straf- und zivilrechtliche Interventionen am Beispiel des Kantons Basel-Stadt /". Basel ;Genf ;München : Helbing und Lichtenhahn, 1998. http://www.gbv.de/dms/spk/sbb/recht/toc/29303222X.pdf.
Texto completo da fonteSILVA, Monica Aparecida da. "Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas". Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1995.
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CAPES
One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Pira? in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is.
Um dos desafios da educa??o atual ? buscar alternativas para uma educa??o de qualidade. Historicamente em Matem?tica esses resultados n?o s?o muito bons. Na busca por causas, encontram-se, entre muitas outras, as dificuldades de aprendizagem, as quais atingem um n?mero consider?vel de estudantes. Dentre estas, pode-se destacar a Discalculia que ? uma dificuldade espec?fica da ?rea de Matem?tica. Pesquisando sobre o assunto, observa-se que tal dificuldade ? pouco conhecida pelos professores e, portanto, ? importante conhec?-la para poder auxiliar a aprendizagem destes alunos. Devido a este cen?rio, o tema Discalculia foi escolhido como pesquisa de atividades, atrav?s das quais pode-se interagir com o aluno discalc?lico. Para buscar um aprofundamento do assunto, foi realizado um estudo de caso com um aluno do 3? ano do Ensino Fundamental diagnosticado com Discalculia, Disgrafia e TDAH (Transtorno de D?ficit de Aten??o e Hiperatividade) pertencente ? Rede Municipal de Educa??o da cidade de Barra do Pira? no estado do Rio de Janeiro e um levantamento bibliogr?fico analisando algumas teorias sobre aprendizagem, conceituando algumas dificuldades de aprendizagem e, mais precisamente, a Discalculia. Assim a pesquisa ? aplicada e descritiva, tendo uma abordagem qualitativa, pois tem como objetivo detectar as dificuldades apresentadas por um aluno diagnosticado com Discalculia, analisando poss?veis avan?os na aprendizagem ap?s an?lise das resolu??es das atividades propostas. As atividades realizadas nesta pesquisa foram iniciadas atrav?s de uma avalia??o diagn?stica, para verificar os pr?-requisitos apresentados pelo aluno. Foram realizados jogos, atividades l?dicas, alguns com materiais concretos, testes, resolu??o de quest?es, os quais foram pesquisados e elaborados a partir de pesquisas em trabalhos publicados sobre o assunto. Al?m dos registros di?rios, ser? realizada uma avalia??o final para an?lise do desenvolvimento do aluno pesquisado. Foram realizadas entrevistas com as pessoas pr?ximas ao aluno, tais como sua m?e, uma professora do 1? ano, no qual foi retido, com a professora da Sala de Recursos e a professora dos anos de 2015 e 2016. O aluno em quest?o j? havia repetido por duas vezes o 1? ano e uma vez o 2? ano, e desde o ano de 2015 e no momento, encontra-se interessado na realiza??o de atividades dentro e fora de sala de aula, o que muito est? facilitando seu desenvolvimento, que se iniciou com a aprova??o no 2? ano e realiza??o de modo satisfat?rio no 3? ano que se encontra.
Paton-Walsh, Margaret. "Our war too : American women against the Axis /". Lawrence, Kan : University Press of Kansas, 2002. http://www.loc.gov/catdir/toc/fy032/2002002976.html.
Texto completo da fontePereira, Lucas Rodrigues. "Pr?ticas de ensino em geometria plana". UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1691.
Texto completo da fonteRejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Verifique por favor: cada keyword em um campo. As palavras chaves compostas de ter o segundo termo com a capitular minuscula, a n?o ser nomes pr?prios. A UFVJM n?o ? ag?ncia financiadora. on 2018-04-20T14:26:39Z (GMT)
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O trabalho que envolve esta disserta??o foi desenvolvido tendo como base os princ?pios da Engenharia Did?tica, com o objetivo principal de propor metodologias de ensino para a disciplina de Geometria Euclidiana Plana do curso de Licenciatura Plena em Matem?tica da Universidade Federal dos Vales do Jequitinhonha e Mucuri, com o aux?lio do software de geometria din?mica GeoGebra. Al?m disso, busca-se detectar as principais dificuldades no ensino e aprendizagem de Geometria Plana e propor metodologias que melhorem o aprendizado dos conceitos de Geometria Plana no ensino superior. Para tanto, como estrat?gia de pesquisa, foram aplicadas quatro interven??es did?ticas com os estudantes da disciplina, referentes aos t?picos Tratamento Axiom?tico da Geometria Plana, Quadril?teros Not?veis, ?rea de figuras planas e ?ngulos na circunfer?ncia, com a finalidade de propiciar aos estudantes conhecimentos necess?rios para trabalhar com a geometria din?mica interativa, sempre interligando-os aos conhecimentos emp?ricos e formais da disciplina, preparando-os para a pr?tica docente deste conte?do espec?fico. Ap?s an?lise detalhada e criteriosa dos resultados obtidos, pode-se observar um not?rio avan?o dos estudantes no que se refere ao entendimento dos conceitos fundamentais matem?ticos dos t?picos abordados.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.
This work was developed based on the principles of Didactic Engineering, whose objective is to research and propose teaching methodologies for the discipline of Euclidean Plane Geometry of the Mathematic undergraduation course of Federal University of the Jequitinhonha and Mucuri Valleys, with the support of the tools from Geogebra dynamic geometry software. In addition, it seeks to detect the main difficulties in the teaching and learning of Plane Geometry and to propose methodologies that improve the learning of the concepts of Plane Geometry in the university. In order to do so, four didactic interventions were applied with the students, referring to the topics Axiomatic Treatment of Plane Geometry, Notable Quadrilaterals, Area of Plane Figures and Angles in Circumference, whose purpose was to provide the necessary knowledge to work with interactive dynamic geometry, always interconnected with the formal empirical knowledge of the discipline, and also preparing them for the teaching practice of this specific content. After detailed analysis, it was observed a notorious advance of the students in what refers to the understanding of the fundamental mathematical concepts of the topics addressed.
Gómez, Juanes Rocío. "Eficacia y coste-efectividad de la investigación estilo de vida saludable aplicada por medio de TICS para el tratamiento de la depresión en atención primaria: un estudio controlado". Doctoral thesis, Universitat de les Illes Balears, 2019. http://hdl.handle.net/10803/666968.
Texto completo da fonte[eng] BACKGROUND: Low intensity psychological interventions applied through information and communication technologies (ICTs) are an effective and cost-effective therapeutic alternative in the treatment of depression. OBJECTIVE: To evaluate the efficacy in Primary Care of a low intensity intervention of healthy lifestyle applied through ICTs that has previously shown significant improvements in the treatment of mild and moderate depression in specialized clinical contexts. METHOD: Multicentric pragmatic randomized clinical trial in 2 parallel groups: a) healthy lifestyle + Improved Habitual Treatment (ITAU) or b) ITAU. The intervention was designed and adapted to be online and then the randomized controlled clinical trial was carried out. A sample of N = 120 patients with mild to moderate depression was recruited in Primary Care Settings. The diagnosis of depression was made with the MINI psychiatric interview. The main outcome variable was the score on the PHQ-9. PANAS was also administered (Positive and Negative Affect Schedule), EuroQol (quality of life) and SF-12 Health Survey (perceived health status). The patients were evaluated at baseline, post, at 6 and 12 months after treatment finished. An analysis by protocol and another analysis by intent to treat was performed. RESULTS: A total of 111 patients were recruited and randomly assigned to one of the two branches of this study. We include only those who accessed the program and completed the questionnaire. In the analysis by protocol, only statistically significant differences were obtained between both groups in the PHQ-9 after concluding the study (p = 0.012). In the intention-to-treat analysis, a statistically significant difference was obtained after concluding the study in the PHQ-9 (p = 0.00), PANAS negative affect (p = 0.049) and in the SF-12 physical component (p = 0.029), finding no statistically significant differences after 6 and 12 months. CONCLUSIONS: Performing a low intensity intervention on healthy lifestyle through ICTs improves the symptoms of depression more quickly. However, this difference has not been maintained over time. It will be necessary to consider for future investigations how to improve the adherence to treatment and decrease the dropout rate in order to benefit a greater number of patients.
Dantas, Cloacir Gomes. ""Quem sou eu?": uma (re)constru??o do sujeito por meio da narrativa autobiogr?fica - proposta did?tica com um olhar nas intera??es em sala de aula". Universidade Federal do Rio Grande do Norte, 2015. http://repositorio.ufrn.br/handle/123456789/20532.
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Como ? do nosso conhecimento, a sala de aula afirma-se como um ambiente de cont?nua constru??o de aprendizagens e experi?ncias, por?m, para os alunos, al?m disso, funciona como um lugar, tamb?m, para estar em raz?o do conv?vio com os amigos. No entanto, nem sempre esses elementos se completam, assim, t?o harmoniosamente, pois estamos cientes de que existem bastantes dificuldades, tanto no ato de aprender quanto nas rela??es interpessoais entre eles. Partindo disso, entendemos que cabe ? escola buscar meios para contemplar tais quest?es de modo que estes se sintam inseridos tanto no que diz respeito a essa aprendizagem como tamb?m sendo capazes de interagir consigo mesmos e com os outros, de forma participativa, no sentido de conviver bem socialmente. Assim, encontramo-nos diante de uma situa??o semelhante com uma turma de 9? ano onde parte dos alunos apresentava certas limita??es quanto ? maneira de relacionarem-se bem, acarretando, assim, problemas na aprendizagem. Por outro lado, essa dificuldade na forma de interagir afetivamente com o outro, tamb?m, se agravava pela dificuldade que alguns alunos apresentavam de falar de si mesmos e de demonstrar seus sentimentos e emo??es dificultando ainda mais esse conv?vio no ambiente escolar. Diante disso, vimo-nos na obriga??o de agir de forma imediata e precisa para provocar mudan?as nesse quadro. Da? que surgiu a ideia da aplica??o de uma a??o interventiva a qual come?ou tomar forma a partir de um projeto pedag?gico que hav?amos desenvolvido em outras turmas em anos anteriores, desta vez, adaptado para a situa??o vivenciada pela turma. O projeto, moldado na pesquisa qualitativa e caracterizado a partir da abordagem da pesquisa-a??o tomou forma e, elegemos como objetivo maior buscar poss?veis alternativas no sentido de desenvolver a compet?ncia comunicativa dos alunos, raz?o pela qual investimos em exercitar a oralidade (fala e escuta) no intuito de promover, pelo uso da linguagem, esse envolvimento interpessoal facilitando, dessa forma, a participa??o destes tanto na sala de aula quanto na vida social. Para o cumprimento deste objetivo, propusemo-nos a elaborar um caderno did?tico cujo suporte materializou-se atrav?s da narrativa autobiogr?fica (moldado na produ??o escrita) e trabalhado ao longo deuma sequ?ncia did?tica estruturada em tr?s etapas distintas que dialogavam entre si. Para tanto, fundamentamos nosso estudo a partir da concep??o s?cio-hist?rica e dial?gica proposta por Bakhtin em conson?ncia com o interacionismo sociodiscursivo de Bronckart bem como recorremos a outros estudiosos como Dolz e Schneuwly, Marcuschi entre outros. O desenvolvimento de todas as etapas do projeto n?o s? surtiu efeito imediato diante do que nos prop?nhamos como tamb?m rendeu-nos momentos muito gratificantes refor?ando, para n?s, que o ambiente de sala de aula vai muito al?m do fato de ministrarmos conte?dos. E que o trabalho com a oralidade, com vistas na intera??o afetiva desses alunos, resultou num projeto, por assim dizer, apaixonante.
As we are aware, the classroom is emerging as a continuous build learning experiences and environment, however, for students also it functions as a place also to be due to socializing with friends. However, not always these elements complement each other, so as harmoniously as we are aware that there are many difficulties, both in the act of learning as in interpersonal relations between them. From this, we understand that it is for the school to seek ways to contemplate such issues so that they feel inserted both with regard to this learning as well as being able to interact with themselves and with others, in a participatory manner, to live well socially. Thus, we find ourselves facing a similar situation with a 9th grade class where the students had certain limitations to have a good relationship with one another, causing thus problems in learning. On the other hand, this difficulty as affectively interact with each other, also, was increased by the difficulty that some students had to speak for themselves and to show their feelings and emotions, getting even more difficult this interaction at school. Thus, we found ourselves obliged to act immediately and need to bring about change in this picture. So it came out the idea of the application of an intervening action which started taking shapefrom a pedagogical project that we developed in other classes in previous years, this time adapted to the situation experienced by the group. The project, framed in the qualitative research and characterized from the action research approach took shape, and elected as its main objective to seek possible alternatives to develop the communicative competence of students, which is why we invest in exercise oral communication (speaking and listening) in order to promote the use of language, the interpersonal involvement facilitating thus their participation both in the classroom and in social life. To fulfill this goal, we set out to develop a didactic book whose support materialized through the autobiographical narrative (molded in writing production) and worked along a structured instructional sequence in three distinctstages that dialogued with each other. Therefore, we base our study from the socio-historical conception and dialogue proposed by Bakhtin in line with the sociodiscursivo interactionism of Bronckart and resort to other scholars as Dolz and Schneuwly, Marcuschi among others. The development of all stages of the project not only has had an immediate effect on what we proposed ourselves as also yielded us very gratifying moments reinforcing to us that the classroom environment goes far beyond the fact ministering content. And that work with orality, with views on affective interaction of these students resulted in a project, so to speak, exciting.
Abrahamsson, Zarah. "Mind the gap! : The decision making gap between the Security Council and the Troop Contributing Countries; when "all necessary means" is not enough". Thesis, Försvarshögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6601.
Texto completo da fonteSant'ana, Izabella Mendes. "Projeto pol?tico-pedag?gico, trabalho docente e emancipa??o: a rela??o psic?logo-professor em processo de constru??o". Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/392.
Texto completo da fonteThe aim of this study is to verify: 1) how the teachers from an Elementary Public School perceived their practice during the development of a political pedagogical project based on an emancipatory conception of Education and during the implementation of two educational policies (Nine-year Elementary School and enlargement of the school schedule); 2) to know the teachers opinions about the policy mentioned; 3) to identify psychosocial processes as alienation and fatalism; and 4) to analyze the psychologist s practice in this context from the School Psychology and Community Social Psychology references. The study was carried out on a group of ten teachers. These teachers were surveyed by the researcher in their meetings for four semesters. The investigation procedures were: individual interviews, analysis of documents, and field notes from a research diary. The results indicated the importance of the educators participation in the discussions about the implementation of an educational policy and the preparation of the school for the proposed changes, the existence of contradictions between the adopted theory and practice carried out in school, the presence of different ways of alienation in the teachers work and ways of the teachers participation (immobilization, critical opinions and actions) concerning the problems, besides the existence of opposite opinions between the psychologists and the teachers about the intervention for students. Though the psychologist s practice was to strengthen the teachers and to develop their awareness about the oppressive conditions that they were submitted to, the group did not advance toward the adoption of emancipatory perspective in teachers professional action and did not recognize their political potential to change the reality.
Este estudo visou conhecer como professores de uma escola p?blica de Ensino Fundamental percebiam sua atua??o durante a efetiva??o de um projeto pol?tico-pedag?gico pautado em uma perspectiva emancipadora de Educa??o e no processo de implementa??o de duas pol?ticas educacionais (Escola de Nove Anos e Amplia??o do hor?rio escolar); conhecer a vis?o dos professores sobre as referidas pol?ticas educacionais, identificar processos psicossociais, como aliena??o e fatalismo, e analisar a a??o do psic?logo nesse contexto, a partir da ado??o de referenciais da Psicologia Escolar e da Psicologia Social Comunit?ria. Foi realizada uma pesquisa participante, na qual um grupo de 10 professoras foi acompanhado em suas reuni?es de trabalho docente ao longo de quatro semestres. Os procedimentos usados envolveram entrevistas individuais, consulta documental e registros em di?rios de campo. As informa??es obtidas indicaram a import?ncia da participa??o dos educadores nas discuss?es sobre a implanta??o dessas pol?ticas e de prepara??o pr?via da escola diante das mudan?as propostas; a exist?ncia de contradi??es entre a concep??o de educa??o adotada e a pr?tica realizada na escola; a presen?a de diferentes formas de aliena??o no trabalho docente e de participa??o das professoras (imobilismo, cr?tica e a??o) frente aos problemas encontrados, al?m da exist?ncia de concep??es divergentes de psic?logos e professores quanto ? interven??o junto aos educandos. Embora a atua??o do psic?logo estivesse voltada ao fortalecimento e ao desenvolvimento da conscientiza??o dos educadores sobre as condi??es de opress?o a que estavam submetidos, o grupo n?o avan?ou em dire??o ? ado??o da perspectiva emancipadora na pr?tica docente e n?o reconheceu a sua for?a pol?tica como instrumento de mudan?a da realidade.
Janiake, Etienne. "Psicologia e Assist?ncia Social: reflex?es sobre a atua??o no terceiro setor, ? luz da psicologia cr?tica". Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/301.
Texto completo da fonteThis paper reflects on the introduction of Psychology in the services and programs of the National Social Assistance, conducted by non-governmental entities socioassistenciais the "third sector". The specific objectives of the study are: to expose a critical overview of the development of the National Social Assistance; explain the reasons for the policy, opposing the guidelines expressed in legal frameworks, with observed reality programs and services operating in the country; reflecting on the role historically played by psychology in relation to the social question; introduce Critical Psychology as a perspective that points crucial to professional action on this policy. Based on the methodology Historical Materialist Dialectics, this theoretical work includes the following methodological steps: review of the legal framework underlying the policy of social assistance and predict the performance of psychologists in this policy; literature review of published scientific papers related to the introduction of Psychology in System Unified Social Assistance; reflection and professional practice performed on non-governmental organization. It is observed as a result, the impact of increasing privatization process this policy failures in process support, training, monitoring and control of services provided by the "third sector", by the government. Furthermore, we identified the lack of a theoretical and practical psychologists for this insertion, the result of the fragility own science and profession of psychology, that by placing the individual as the object of study and performance focus, historically brought few contributions understanding the dynamics of social exclusion. We conclude by pointing to the need for strengthening of a new ethical-political project for Psychology, that starting from a critical perspective, and constant liaison with existing public policies, encompassing understanding of the contradictions existing in society and the profession itself, resulting in a practice effectively committed to the transformation of social reality.
O trabalho reflete sobre a inser??o da Psicologia nos servi?os e programas da Pol?tica Nacional de Assist?ncia Social, realizados por entidades socioassistenciais n?o governamentais do terceiro setor . Apresenta como objetivos espec?ficos: expor um panorama cr?tico do desenvolvimento da Pol?tica Nacional de Assist?ncia Social; explicitar os fundamentos dessa pol?tica, contrapondo as diretrizes expressas nos marcos legais, com a realidade observada nos programas e servi?os em funcionamento no pa?s; refletir sobre o papel desempenhado historicamente pela Psicologia na rela??o com a quest?o social; introduzir a Psicologia Cr?tica, como uma perspectiva que aponta elementos fundamentais para a atua??o profissional nessa pol?tica. Baseado na metodologia Materialista Hist?rica Dial?tica, esse trabalho te?rico contempla as seguintes etapas metodol?gicas: revis?o dos marcos legais que fundamentam a pol?tica de assit?ncia social e prev?em a atua??o dos psic?logos nessa pol?tica; revis?o bibliogr?fica de trabalhos cient?ficos publicados, relacionados ? inser??o da Psicologia no Sistema ?nico de Assist?ncia Social; e reflex?o de pr?tica profissional executada em organiza??o n?o governamental. Observa-se, como resultado, o impacto do crescente processo de privatiza??o dessa pol?tica, com falhas no processo de suporte, capacita??o, acompanhamento e controle dos servi?os prestados pelo terceiro setor , por parte do poder p?blico. Al?m disso, identificou-se a car?ncia de um embasamento te?rico e pr?tico dos psic?logos para essa inser??o, fruto da fragilidade pr?pria da ci?ncia e profiss?o da Psicologia, que ao colocar o indiv?duo como seu objeto de estudo e foco de atua??o, historicamente trouxe poucas contribui??es ? compreens?o da din?mica social da exclus?o. Conclui-se, apontando para a necessidade de fortalecimento de um novo projeto ?tico-pol?tico para a Psicologia, que partindo de uma perspectiva cr?tica, e constante articula??o com as pol?ticas p?blicas vigentes, abarque a compreens?o das contradi??es existentes na sociedade e na pr?pria profiss?o, resultando em uma pr?tica efetivamente comprometida com a transforma??o da realidade social.
Messias, Tatiana Slonczewski Caselli. "Compreens?o psicol?gica das viv?ncias de pais em aconselhamento gen?tico (ag): um estudo fenomenol?gico". Pontif?cia Universidade Cat?lica de Campinas, 2006. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/358.
Texto completo da fonteThe research aimed to understand psychologically mother s and couples experiences in a process of Genetic Counseling (CG) on the Perinatal Genetic Ambulatory of CAISM/ UNICAMP after the birth of a child with Neural Tube Defect compatible or not with surviving with the purpose of planning specific actions regarding the attention to mental health in that context. Ten participants were selected among the population of mothers and couples attended during the period from March, 2003 to February, 2004, based on the richness and how representative were the psychological experiences reported. The research descriptive and with an exploratory feature was developed based on the phenomenological method. It began with the researcher s insertion on the studied context as a trainee. Observations were made during the GC consultations and, in a posterior moment, interviews with the participants were conducted, stimulated by some starting questions, in two moments: immediately after the GC and about six months later. The reports, transformed in Narratives, brought elements of the parents psychological experiences both in regard to the malformed children s death and surviving, as well as meaningful interpersonal relationships with relatives, friends and medical staff. The malformation diagnosis, the decisions derived by it and the contact with the baby dead or alive was a painful experience to mothers and couples. The emphasis, however, was given to the mothers experiences because of the considerable personal transformation caused by the existence of a malformed child. All the women participants in the research experienced motherhood even those whose babies didn t survive or the ones who proceeded with early pregnancy interruption given to their babies the status of sons. The surviving of the malformed child altered essentially mother s lives and their plans about the future because demanded intensive care and dedication, many times in detriment of their own needs. In this way, although reporting certain surpass about the initial suffering, they started to live in accord to the child s progresses. Differently, but without less suffering, the mothers whose babies passed way seemed to be able to surpass part of the suffering, dealing with the emptiness derived from the suspension of the exercise of their mother capacity trough the retake of ordinary activities and plans for the future, as they recovered psychologically. Even having the parents limitations for the comprehension of the orientations they received at the GC, it was experienced positively, both in regard to the contact they had with the staff and by the fact it had become an opportunity for relieving guilt, demystification of fantasies about the origins of the pathology and better comprehension of the problem. The possibility of the researcher s insertion on the service added to the study an ethnographic feature that leaded to a wider psychological comprehension about the studied question, making possible the reflection regarding the proper institutional psychological attention to the context and phenomena on focus, generating some strategies of intervention.
A pesquisa teve como objetivo compreender psicologicamente viv?ncias de m?es e casais em processo de Aconselhamento Gen?tico (AG) no Ambulat?rio de Gen?tica Perinatal do CAISM/UNICAMP, ap?s o nascimento de um filho portador de defeito de fechamento do tubo neural - compat?vel ou n?o com a sobrevida - visando ao planejamento de a??es espec?ficas voltadas a aten??o ? sa?de mental nesse contexto. Dez participantes, atendidos naquele contexto no per?odo de mar?o/2003 a fevereiro/2004, foram selecionados tendo como crit?rios a riqueza e a representatividade das viv?ncias psicol?gicas relatadas. O estudo descritivo e de car?ter explorat?rio desenvolveu-se com base no m?todo fenomenol?gico. Iniciou-se com a inser??o da pesquisadora no ambulat?rio, na condi??o de estagi?ria. Foram realizadas observa??es durante as consultas de AG e, posteriormente, entrevistas semi-dirigidas com os participantes, estimuladas por quest?es disparadoras, em dois momentos: imediatamente ap?s o AG e cerca de seis meses depois. Os relatos, transformados em narrativas trouxeram elementos das viv?ncias psicol?gicas dos pais, tanto em rela??o ? morte quanto ? sobrevida do filho malformado, bem como de rela??es interpessoais significativas com familiares, amigos e com as equipes m?dicas. O diagn?stico da malforma??o, as decis?es dela decorrentes e o contato com o filho vivo ou morto - constitu?ram intensas viv?ncias psicol?gicas para m?es e casais. A ?nfase, por?m, foi dada ?s viv?ncias das m?es pela consider?vel transforma??o existencial em fun??o do nascimento de um filho malformado.Todas as participantes do estudo vivenciaram a maternidade, mesmo aquelas cujos filhos n?o sobreviveram ou que procederam ? interrup??o gestacional em etapa precoce do desenvolvimento fetal, e atribu?ram aos beb?s o status de filhos. A sobreviv?ncia do filho malformado, por sua vez, alterou essencialmente a vida das m?es e seus planos para o futuro, demandando delas intensos cuidados e dedica??o, muitas vezes em detrimento de suas pr?prias necessidades. Assim, embora relatassem certa supera??o em rela??o ao sofrimento inicial, passaram a viver de acordo com os progressos do filho. Diferentemente, embora n?o com menos sofrimento, as m?es cujos filhos faleceram parecem ter sido tamb?m capazes de superar parte do sofrimento ao longo do tempo, lidando com o vazio decorrente da suspens?o do exerc?cio da capacidade materna pela retomada de atividades rotineiras e de planos quanto ao futuro. Ainda que tenham existido limita??es por parte dos pais para a compreens?o das orienta??es recebidas no AG, este foi vivenciado positivamente, tanto em rela??o ao contato que tiveram com a equipe quanto ao fato de ele ter-se constitu?do numa oportunidade para al?vio da culpa, desmistifica??o de fantasias quanto ? origem da patologia e melhor compreens?o do problema. A possibilidade de inser??o da pesquisadora no servi?o acrescentou ao estudo car?ter etnogr?fico consideravelmente enriquecedor, levando a uma compreens?o psicol?gica mais abrangente da complexidade da quest?o estudada e possibilitando a reflex?o acerca da aten??o psicol?gica de car?ter institucional adequada ao contexto e ao fen?meno em foco, gerando algumas estrat?gias de interven??o.
Zini, Renato Luis. "Acolhimento como pr?tica psicol?gica no contexto de um Centro de Aten??o Psicossocial em ?lcool e Drogas". Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/449.
Texto completo da fonteThis phenomenological research aimed to apprehend the experience of persons who have been attended in a Psychosocial Care Center on Alcohol and Drugs - CAPS - located in a medium size town in S?o Paulo state in the context of the practice of welcoming made effective by a psychologist. This practice has been regarded as one of the facilitator contrivance for the consolidation of the National Health Humanization Program, implemented by the Ministry of Health since 2004. Although, the act of welcoming is recommended as interdisciplinary and inserted into the routine of all professionals and services related to Brazilian Public Health, the purpose was to analyze it from the perspective of a humanistic oriented psychologist. This is a qualitative phenomenological research based on the encounters of the researcher and the participants on the context of a duty care routine service. Thirty-six adults of both sexes were interviewed including those who attended the service for the first time and those who returned to treatment after a period of neglect during the period of September 2011 and August 2012. From these thirty-six people, fifteen were selected to participate in the research. As a strategy for the analysis of the encounters with the participants, there were constructed written narratives that enabled the researcher to approach with elements of the experience of these people from his own impressions on meeting them in a dialogic relationship. The results showed significant elements that emerged from these clinical encounters: 1) self-image: the participants refer to themselves as people who can undertake changes in the way of living towards the physical and psychological health; feel hopeful about the possibility of recovery from treatment adherence; 2) relationship with the body: the experience revealed a split between the physical body and its symbolization leading them to neglect the information transmitted to them by service technicians as to be carriers of serious physical ailments and other health problems; 3 ) selfperception: they preserve the condition of narrating their own life story, relating facts and relevant events that impelled them to be in the present condition; 4) affective relationships: the beginning of the use of chemicals is associated with emotionally relevant people, but it is also, the decision to seek help to get rid of addiction, 5) suffering because of the manner they are living as a trigger for seeking professional help, 6) relationship with drugs consumption: independent of the substance(s) sed, most of the time, consumption was reported by participants as something that they had already stopped when they took the initiative to seek help from CAPS.Participants felt welcomed during the encounters due to the empathic attitude and acceptance of the psychologist. The practice of welcoming performed in this study regarded the well-known institutional practice of psychology on duty care as proposed by Brazilian psychologists as an intervention made effective by the means of some specific attitudes held by the psychologists in order to receive clients psychological emergency demand. Thus, it was possible to realize the importance of a dialogic relationship to engage an experiential process that provides the client with a rescue of his/her subjectivity.
A pesquisa objetivou apreender fenomenologicamente a experi?ncia de pessoas atendidas em um Centro de Aten??o Psicossocial em ?lcool e Drogas, situado em um munic?pio do interior do estado de S?o Paulo, a partir da pr?tica de acolhimento efetivada por um psic?logo. Esta pr?tica tem sido considerada como um dos dispositivos facilitadores para a consolida??o do Programa Nacional de Humaniza??o em Sa?de, implementado a partir de 2004 pelo Minist?rio da Sa?de. Embora o ato do acolhimento seja preconizado como interdisciplinar e inserido na rotina de todos os profissionais e servi?os de sa?de p?blica brasileiros, procurou-se analis?-lo sob a perspectiva da pr?tica de um psic?logo de orienta??o humanista. Trata-se de uma pesquisa qualitativa de inspira??o fenomenol?gica e o contexto escolhido para os encontros do pesquisador com os participantes foi o atendimento rotineiro de plant?o. Foram entrevistadas trinta e seis pessoas adultas de ambos os sexos que compareceram ao servi?o pela primeira vez ou retornaram ao tratamento ap?s um per?odo de abandono, entre os meses de setembro de 2011 e agosto de 2012. Destas, foram selecionadas quinze para participarem da pesquisa. Como estrat?gia para a an?lise dos encontros com os participantes foram constru?das narrativas que possibilitaram ao pesquisador uma aproxima??o com elementos da experi?ncia dessas pessoas a partir de suas pr?prias impress?es ao estar com elas numa rela??o dial?gica. Os resultados evidenciaram elementos significativos que emergiram dos atendimentos: 1) autoimagem: os participantes referem-se a si mesmos como pessoas capazes de empreender mudan?as na forma de viver em dire??o ? sa?de f?sica e psicol?gica; sentemse esperan?osos em rela??o ? possibilidade de recupera??o a partir da ades?o ao tratamento; 2) rela??o com o corpo: revelou-se a experi?ncia de uma cis?o entre o corpo f?sico e sua simboliza??o, levando-os a negligenciarem as informa??es que lhes eram transmitidas pelos t?cnicos do servi?o quanto a serem portadores de mol?stias f?sicas graves e outros agravos ? sa?de; 3) percep??o de si: preservam a condi??o de narrarem sua pr?pria hist?ria de vida, relacionando fatos e eventos relevantes que os impeliram a estar na condi??o atual; 4) rela??es afetivas: o in?cio do uso de subst?ncias qu?micas est? associado a pessoas afetivamente relevantes; da mesma forma em rela??o ? decis?o de procurar por ajuda para livrar-se da depend?ncia; 5) sofrimento face a maneira como se est? vivendo como elemento desencadeador da busca por ajuda profissional; 6) rela??o com o consumo de drogas: independente da(s) subst?ncia(s) usada(s), o consumo era referido pelos participantes na maioria das vezes como algo que j? haviam deixado, assim que tomaram a iniciativa de procurar pelo CAPS. Os participantes sentiram-se acolhidos durante os atendimentos em fun??o da postura emp?tica e aceitadora do psic?logo. Os atendimentos realizados assemelham-se ao plant?o psicol?gico como pr?tica de interven??o cl?nica em institui??es quanto ?s atitudes do plantonista e a sua forma de acolher a demanda do cliente. Foi poss?vel constatar a import?ncia de uma rela??o dial?gica para o desencadear de um processo experiencial que disponibiliza ao cliente um resgate de sua subjetividade.
Pitombo, Sheila Coutinho Paiva. "A consci?ncia fonol?gica e o ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico: resultados de um programa de interven??o". Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/454.
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This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences.
Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.
Bommer, Felix. "Offensive Verletztenrechte im Strafprozess /". Bern : Stämpfli, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/50379712X.pdf.
Texto completo da fonteCavalcante, Suzanny Bezerra. "A dimens?o educativa do servi?o social: uma an?lise do processo interventivo da profiss?o no ?mbito da pol?tica de assist?ncia social do munic?pio do Natal/RN". Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17892.
Texto completo da fonteConselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
Can be declared that throughout the historical trajectory of the Brazilian Social Work, the men in the Social Work profession, women in the Social Work profession in his/her professional activity, present an educational dimension that runs through various social and occupational spaces, particularly in the area of Social Assistance Policy. Based on this premise, this present Dissertation, problematize the educational dimension present on the interventional process, in Social Work on the ambit of the Social Assistance Policy in Natal / RN city Brazil in the contemporary scene. Having thus, specific objectives that orientate the research of the interventional process of Social Work in the social assistance policy, analyzing of the apprehension of Social Work professionals on the educational dimension, in their daily work professional and the verification of the relationship between the educational dimension, to the professional action of both men in the Social Work profession and women in the Social Work profession and the concretization of social rights on the ambit of the social assistance policy. In this sense, the theoretical and methodological procedures used for this research, are substantiated on a critical-dialectical perspective and a qualitative and quantitative approach, from of the application of field research, of the non-participant observation, of the semi-structure, of the review of literature bibliographic and documental. Thus, considering that both women in the social work profession and men in the social work profession are an organic intellectuals who in their daily professional work promotes an intellectual and moral reform of their users, the results of this research, synthesize and show that the educational dimension in both professional work and social assistance, which have partner-historics, whose imbrication allows, contradictorily, by a side, a reaffirmation of the dominant culture, and by other side, a direction linked to the construction of an emancipatory culture in the pursuit of the materializing of social rights and a new sociability
Afirma que ao longo da trajet?ria hist?rica do Servi?o Social brasileiro, o assistente social em seu fazer profissional, apresenta uma dimens?o educativa que perpassa diversos espa?os s?cio-ocupacionais, sobretudo, no espa?o da pol?tica de assist?ncia social. Com base nessa premissa, o presente trabalho problematiza a dimens?o educativa presente no processo interventivo do Servi?o Social no ?mbito da pol?tica de assist?ncia social no munic?pio do Natal-Rio Grande do Norte (RN), na cena contempor?nea. Teve como objetivos norteadores a caracteriza??o do processo interventivo do Servi?o Social na pol?tica de assist?ncia social; a an?lise da compreens?o dos profissionais de Servi?o Social acerca da dimens?o educativa no seu cotidiano profissional; e a an?lise da rela??o entre a dimens?o educativa do fazer profissional do assistente social e a concretiza??o dos direitos sociais no ?mbito da pol?tica de assist?ncia social. Os procedimentos te?rico-metodol?gicos utilizados se fundamentam numa perspectiva cr?tica-dial?tica e numa abordagem qualitativa e quantitativa, a partir da utiliza??o da observa??o n?o-participativa, de entrevistas semi-estruturadas, da revis?o da literatura e documental. Assim, considerando que o assistente social ? um intelectual org?nico, e que em seu cotidiano profissional, contribui para a reforma intelectual e moral dos seus usu?rios, os resultados desta pesquisa apontam que a dimens?o educativa no fazer profissional no ?mbito da pol?tica de assist?ncia social possuem v?nculos s?cio-hist?ricos, cuja imbrica??o permite, contraditoriamente, de um lado, uma reafirma??o da cultura dominante; e, de outro, uma dire??o vinculada ? constru??o da emancipa??o humana, em articula??o com os movimentos sociais na busca pela universaliza??o e concretiza??o dos direitos sociais e de uma nova sociabilidade
Esp?rito, Santo Edeil Reis do. "Consci?ncia fonol?gica e pr?tica alfabetizadora: por uma a??o te?rico ? metodol?gica para o ensino da linguagem escrita". Universidade Estadual de Feira de Santana, 2013. http://localhost:8080/tede/handle/tede/257.
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El presente estudio tuvo como objetivo central analizar se, al planear sus acciones de ensinagem, las profesoras alfabetizadoras buscan en la conciencia fonol?gica bases te?ricos y metodol?gicos para ser m?s funcional la comprensi?n de los/as alumnos/as sobre la l?gica organizativa del sistema de la escrita. El estudio fue realizado con 8 profesoras de alfabetizaci?n de la Rede P?blica Municipal de Senhor do Bonfim - BA, la pesquisa fue desarrollada en una perspectiva cualitativa, mediante la solicitud de un Plan de Clase Semanal, ben como la realizaci?n del grupo focal con las alfabetizadoras. El procesamiento de datos se realiz? mediante la T?cnica de An?lisis del Contenido. Para orientar la organizaci?n de los datos, fueran listados dos bloques de categor?as. El primer bloque representa el tratamiento de datos relativos a los Planes de Semanales, el segundo toma para an?lisis los discursos registrados durante el grupo focal. Ambos los bloques expresan el conocimiento que las alfabetizadoras tienen acerca de las actividades de alfabetizaci?n de an?lisis y reflexi?n fonol?gica. Los datos revelaran que las habilidades fonol?gicas m?s evidentes en la pr?ctica de las alfabetizadoras son las habilidades de consciencia de la rima y de conciencia de la s?laba. El conjunto de actividades estrategias e encaminamientos did?cticos encontrados en los Planes Semanales de Clase evidencian que algunos planes presentan un mayor n?mero de habilidades fonol?gicas, as? como el hecho de que algunos de estos planes son m?s completos, teniendo en cuenta los objetivos y un conjunto de orientaciones did?cticas se presentan tambi?n m?s concatenadas. Los discursos que surgir?n del grupo focal, junto con los datos recogidos en los planes, dejan claro que la incorporaci?n de las habilidades de reflexi?n fonol?gicas las pr?cticas did?ctica y pedag?gica de las docentes acontecen en un tono de instrumentalidad, pues las alfabetizadoras demostraran un dominio de estas habilidades con base en su saber experiencial, cuando, a trav?s del conocimiento t?cito, reconstruyen y tejer comprensiones que se constituyen como saber te?rico y metodol?gico vigorizado por situaciones inusuales y inherente saber-hacer.
O presente trabalho teve como objetivo central analisar se, ao planejar suas a??es de ensinagem, as professoras alfabetizadoras buscam na consci?ncia fonol?gica bases te?rico-metodol?gicas para tornar mais funcional a compreens?o pelos/as alfabetizandos/as de como se d? a l?gica organizacional da escrita enquanto sistema. O estudo foi realizado com 8 professoras alfabetizadoras da Rede P?blica Municipal de Senhor do Bonfim ? BA; a pesquisa se deu numa perspectiva qualitativa, por meio da solicita??o de um Plano Semanal de Aula, bem como da realiza??o de um Grupo Focal com as alfabetizadoras. O processamento dos dados se deu por meio da T?cnica de An?lise do Conte?do. Para orientar o a organiza??o dos dados, elencamos dois blocos de categorias. O primeiro bloco traduz o tratamento dos dados referentes aos Planos Semanais; o segundo toma por an?lise as falas registradas durante o Grupo Focal. Ambos os blocos expressam o conhecimento que as alfabetizadoras t?m sobre as atividades de an?lise e reflex?o fonol?gica. Os dados revelam que as habilidades fonol?gicas mais evidentes na pr?tica das alfabetizadoras s?o as habilidades de consci?ncia da rima e de consci?ncia da s?laba. O conjunto de atividades estrat?gias e encaminhamentos did?ticos encontrados nos Planos Semanais de Aula evidenciam que alguns planos apresentam um maior n?mero de habilidades fonol?gicas, bem como o fato de alguns desses planos serem mais completos, haja vista os objetivos e o conjunto de orienta??es did?ticas se apresentam bem mais concatenados. Os discursos que emergiram do Grupo Focal, somados aos dados levantados nos Planos, deixam transparecer que a incorpora??o das habilidades de reflex?o fonol?gica ?s pr?ticas did?tico-pedag?gicas das docentes acontece num tom de instrumentalidade, pois as alfabetizadoras apresentam um dom?nio de tais habilidades com base no seu saber experiencial, quando, por meio do conhecimento t?cito, ressignificam e tecem compreens?es que se constituem como saber te?rico-metodol?gico revigorado pelas situa??es inusitadas e inerentes ao saber-fazer.
Ambrosio, Fabiana Follador e. "O estilo cl?nico ser e fazer na investiga??o de benef?cios cl?nicos de psicoterapias". Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/452.
Texto completo da fontePontif?cia Universidade Cat?lica de Campinas
This paper describes the Being and Doing Accompaniment Procedure of Psychotherapeutic Interventions and also demonstrates its heuristic potential. It is a proposal which can be considered a fertile alternative inside the qualitative investigation field, being a psychoanalytical method of operation strategy. Counteracting the point of view which considers the psychotherapies as intangible scientific experiments, this paper has its bases on the ethical and investigative perspective, according to which all clinical practices can be and must be examined according to its power to generate or not consistent benefits. It also demands that the terms used in the clinical efficiency researches be clear enough in order to establish the communication between psychologists, who refer to other theoretical and methodological sources, and professionals from other fields as well as the society. Methodologically, this study is realized through the Being and Doing Accompaniment Procedure of Psychotherapeutic Interventions and examining its usage, considering the clinical material produced from a scientific investigation, already published, independently conducted by other researchers. It can be shown that the clinical procedure is useful since it helps a comprehensive perception not only of mutative movements but also of any occasional difficulty that can be discussed. Therefore, it is settled an alternative to the clinical efficiency evaluation that, being as close as possible to the human event and the dramatic expressed here, is coherent with the psychoanalytical method and with the other qualitative perspectives which consider the human acting in terms of action and sense.
O presente trabalho tem como objetivo descrever o Procedimento Ser e Fazer de Acompanhamento de Interven??es Psicoterap?uticas e demonstrar sua potencialidade heur?stica. Trata-se de proposta que pode ser considerada uma alternativa fecunda no campo das investiga??es qualitativas, caracterizando-se como estrat?gia de operacionaliza??o do m?todo psicanal?tico. Contrapondo-se ao posicionamento daqueles que consideram as psicoterapias como experi?ncias cientificamente inabord?veis, este trabalho justifica-se a partir de perspectiva ?tica e investigativa segundo a qual toda e qualquer pr?tica cl?nica pode e deve ser examinada em termos de seu poder de gerar - ou n?o - benef?cios consistentes. Exige, tamb?m, que os termos usados nas pesquisas sobre a efic?cia cl?nica sejam suficientemente claros para que possam ser estabelecidas interlocu??es com psic?logos que se valem de outros referenciais te?ricometodol?gicos, com profissionais de outras ?reas e tamb?m com a sociedade. Metodologicamente, o presente estudo realiza-se por meio da apresenta??o do Procedimento Ser e Fazer de Acompanhamento de Interven??es Psicoterap?uticas e do exame de sua utiliza??o, efetuado considerando-se material cl?nico proveniente de uma investiga??o cient?fica, j? publicada, realizada independentemente por outro pesquisador. Pode ser demonstrado que o procedimento ? clinicamente ?til, na medida em que favorece uma percep??o compreensiva, tanto de movimentos mutativos, como de dificuldades eventuais que estejam em jogo. Fica assim firmada uma alternativa de avalia??o de efic?cia cl?nica que, mantendo-se maximamente pr?xima do acontecer humano e da dram?tica que neste se expressa, guarda coer?ncia com o m?todo psicanal?tico e com as demais perspectivas qualitativas, que consideram a conduta humana em termos de a??o e sentido.
Zia, Katia Panfiete. "Gota d'?gua: imagin?rio coletivo de educadoras inclusivas sobre ser professor em tempos de inclus?o". Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/444.
Texto completo da fonteThis research aimed to investigate psychoanalytically the collective imagination of inclusive educators about being a teacher nowadays, given the importance of this professional in the execution of the inclusive process. We conducted four group interviews for approaching collective personhood, in which participated eleven teachers from a public institution for special education support. Affiliated to intersubjective psychoanalysis, we used Winnicott's spontaneous theater to facilitate emotional communication. We recorded the clinical event through psychoanalytic narratives, whose approach enabled the interpretative production of a field of affective-emotional meaning, called "the last straw". This is organized around the belief in that "being a teacher" is to suffer due to increasing requests to assume tasks beyond their responsibilities. In this context, school inclusion is not specifically discussed, being confounded with one of the various requirements imposed to teachers. Work-related suffering is translated as impotence and incapability of perceiving a broader social and political horizon that forges, in a perverse way, the precarious working conditions in education.
Esta pesquisa objetivou investigar psicanaliticamente o imagin?rio coletivo de educadores inclusivos acerca do ser professor em tempos de inclus?o escolar, dada a import?ncia deste profissional na efetiva??o do processo educacional. Realizamos, para tanto, quatro entrevistas grupais para abordagem da pessoalidade coletiva, utilizando o teatro espont?neo winnicottiano como recurso facilitador da comunica??o subjetiva. Participaram onze educadoras de uma institui??o p?blica de apoio ? educa??o especial. Registramos o acontecer cl?nico por meio de narrativas psicanal?ticas, cuja abordagem permitiu a produ??o interpretativa de um campo de sentido afetivo-emocional, denominado Gota d??gua . Este foi organizado ao redor da cren?a de que ser professor ? sofrer devido a crescentes solicita??es a assumir deveres que ultrapassam suas responsabilidades. Neste campo, a inclus?o escolar n?o ? especificamente tematizada, sendo confundida com uma das in?meras exig?ncias que lhes s?o impostas. O sofrimento no trabalho se traduz como impot?ncia e incapacidade de percep??o de um horizonte social e pol?tico mais amplo que forja de modo perverso as condi??es prec?rias de trabalho na educa??o.
De, Ara?jo Andreia Machado Castiglioni. "Mem?rias liter?rias na lousa digital: tecendo novos rumos para o ensino-aprendizagem de leitura-escrita na escola p?blica". Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/656.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This thesis had objectives like to improve the reading and writing of Literary Memories, through the creation of educommunication materials, developed in activities sequenced in the Digital Board, in the teaching-learning process of Portuguese Language of 7th grade students of a municipal school in Feira de Santana (BA). The Digital board enables the insertion of didactic-pedagogical objects with historical and cultural themes and the interaction between the students. These materials were elaborated based on a didactic sequence, produced by the teacher-researcher, as proposed by Dolz, Noverraz and Schneuwly (2004), which brings the singularity and popular narratives as the theme of Feira de Santana. In addition, the materials created appear as a stimulus to the local cultural manifestation, their respective insertion in the school routine, the constancy of the rewriting and the prevalence of student protagonism. In order to guide this research, the studies of Ricoeur (2003) and Smolka (2000) regarding the conception of memory have as theoretical background, Hall (2003) and Kellner (2001) in the cultural and identity sphere; the socio-interactionism (IVIC AND COELHO, 2010; VIGOTSKY, 2007); the use of new technologies and Digital board with L?vy (1999) and Nakashima and Amaral (2009); the textual genre Literary Memories with Clara and Altenfelder (2008) and (re) writing with Fiad (1997) and Borges (2016). The methodology used was qualitative, through an intervention proposal (DAMIANI, 2012), in order to demonstrate the students' progress in the textual production of the Literary Memories genre, comparing the initial text with the final text. The intervention took place in the first academic quarter (2017), in weekly meetings. For the production of data, we record in logbook and analysis grid of written productions, in addition to a diagnostic questionnaire and subject scripts. The results of this study point out that the use of multimodal resources contributes, qualitatively, to the teaching-learning process, besides stimulating the student protagonist performance, bringing frequency as one of the variables to advance the knowledge of the subjects. Still, we realize that the diffusion of local history and culture drives discoveries outside the school space, bringing the student closer to his community
Esta disserta??o teve por objetivos aprimorar a leitura e a escrita de Mem?rias Liter?rias, atrav?s da cria??o de materiais educomunicativos, desenvolvidos em atividades sequenciadas na Lousa Digital, no processo ensino-aprendizagem de L?ngua Portuguesa de alunos do 7? ano de uma escola municipal em Feira de Santana (BA). A Lousa Digital possibilita a inser??o de objetos did?tico-pedag?gicos com tem?ticas hist?rico-culturais e a intera??o entre os alunos. Esses materiais foram elaborados com base em uma sequ?ncia did?tica, produzida pela docente-pesquisadora, conforme proposta de Dolz, Noverraz e Schneuwly (2004), a qual traz como mote a cidade de Feira de Santana, suas singularidades e narrativas populares. Al?m disso, os materiais criados aparecem como est?mulo ? manifesta??o cultural feirense, sua respectiva inser??o no cotidiano escolar, a const?ncia da reescrita e a preval?ncia do protagonismo estudantil. Para nortear essa pesquisa, t?m-se como lastro te?rico os estudos de Ricoeur (2003) e Smolka (2000) no que concerne ? concep??o de mem?ria; Hall (2003) e Kellner (2001) no ?mbito cultural e identit?rio; o sociointeracionismo (IVIC E COELHO, 2010; VIGOTSKY, 2007); o uso das novas tecnologias e a Lousa Digital com L?vy (1999) e Nakashima e Amaral (2009); o g?nero textual Mem?rias Liter?rias com Clara e Altenfelder (2008) e a (re)escrita com Fiad (1997) e Borges (2016). A metodologia utilizada foi de abordagem qualitativa, atrav?s de uma proposta de interven??o (DAMIANI, 2012), a fim de demonstrar os avan?os dos alunos na produ??o textual do g?nero Mem?rias Liter?rias, comparando o texto inicial com o texto final. A interven??o ocorreu no primeiro trimestre letivo (2017), em encontros semanais. Para a produ??o de dados, realizamos registro em di?rio de bordo e grade de an?lise das produ??es escritas, al?m de question?rio diagn?stico e escrituras dos sujeitos. Os resultados desse estudo apontam que a utiliza??o de recursos multimodais colabora, qualitativamente, para o processo ensino-aprendizagem, al?m de estimular a performance protagonista estudantil, trazendo a frequ?ncia como uma das vari?veis para o avan?o do Conhecimento dos sujeitos. Ainda, percebemos que a difus?o da hist?ria e cultura local impulsiona descobertas fora do espa?o escolar, aproximando o aluno de sua comunidade
Albright, Caroline. "Modified comprehensive behavioral intervention for Tics: treating children with Tic disorders, co-occurring ADHD, and psychosocial impairment". Thesis, 2021. https://hdl.handle.net/2144/42705.
Texto completo da fonteFernandes, Joana Catarina Cardoso. "Literacia e inclusão social: um estudo de caso com recurso à plataforma «Ainda estou a aprender»". Master's thesis, 2019. http://hdl.handle.net/1822/63424.
Texto completo da fonteEm Portugal, as dificuldades de aprendizagem da leitura afetam um número elevado de alunos e influenciam fortemente o seu desempenho, porque as competências de leitura são essenciais para a literacia das crianças (Ribeiro et al., 2016). Quando as dificuldades não são ultrapassadas, por norma, procede-se à retenção do aluno, o que pode levar ao abandono escolar precoce (Gonçalves, Viana & Dionísio, 2007; Rodrigues et al., 2017). Estas dificuldades tendem a manter-se ao longo da vida e, por sua vez, irão influenciar a vida profissional dos indivíduos e a sua inclusão e participação na sociedade (Ribeiro et al., 2016; World Literacy Foundation, 2015). As instituições de ensino têm um papel fulcral na promoção das práticas de literacia (Sim-Sim, 2001; Viana, Cruz & Cadime, 2017), devendo adaptar o seu funcionamento à sua realidade, através da promoção do acesso a recursos inovadores, como as TIC (Pereira, 2017; Sarmento, 2003; Viana, 2005). Na dissertação foi realizado um estudo de caso cujo objetivo é analisar o impacto da intervenção dinamizada junto de um aluno do 2º ano com dificuldades na aprendizagem da leitura. Antes da intervenção foram aplicados o ACL-1, o TLP-1 e o TCTMO-n-1. A intervenção foi planificada de acordo com os resultados da avaliação elaborada através da plataforma online «Ainda estou a aprender». Para além dos exercícios disponíveis na plataforma para o treino das competências de leitura, foi necessário a inclusão de exercícios complementares. As competências foram trabalhadas de modo articulado. Após a intervenção foram aplicados o TLP-2, o TCTMOn- 2, o TCTML-n-2, e o TFL. Os resultados na análise do pré-teste e do pós-teste indicaram evoluções na leitura de palavras e na fluência de leitura de textos, sendo necessário continuar a estimulação da compreensão. A avaliação da intervenção indicou progressos nas várias competências, à exceção do reconto oral. Através da intervenção e dos registos do diário de bordo foi possível perceber a influência de fatores emocionais, afetivos e motivacionais ao longo do processo.
In Portugal, learning difficulties in reading affect many pupils and strongly influence their performance, because reading skills are essential for children's literacy (Ribeiro et al., 2016). When difficulties are not overcome, the student is usually retained, which may lead to early school leaving (Gonçalves, Viana & Dionísio, 2007; Rodrigues et al., 2017). These difficulties tend to remain throughout life and, in turn, will influence individuals' working lives and their inclusion and participation in society (Ribeiro et al., 2016; World Literacy Foundation, 2015). Educational institutions play a central role in promoting literacy practice (Sim-Sim, 2001; Viana, Cruz & Cadime, 2017) and must adapt their functioning to their reality by promoting the access to innovative resources such as ICT (Pereira, 2017; Sarmento, 2003; Viana, 2005). In the dissertation a case study was carried out whose objective was to analyze the impact of the dynamized intervention with a 2nd year student with difficulties in learning to read. Prior to the intervention, ACL-1, TLP-1 and TCTMO-n-1 were applied. The intervention was planned according to the results of the evaluation prepared through the online platform «I am still learning». In addition to the exercises available on the platform for reading skills training, it was necessary to include complementary exercises. The competences were trained in an articulated manner. After the intervention, TLP-2, TCTMO-n-2, TCTML-n-2, and TFL were applied. The results in the pretest and posttest analyses indicated progresses in word reading and reading fluency, and the need to continue the stimulation of comprehension. The intervention indicated overall progress, except for oral retelling. Through the intervention and logbook records it was possible to understand the influence of emotional, affective and motivational factors throughout the learning process.
Villa, Genny. "E-Learning culture : operationalization of a systemic model to support ICT-Integration in pre-service teacher trainers’ practice". Thèse, 2016. http://hdl.handle.net/1866/19019.
Texto completo da fonteIn today's knowledge society, ICT has become essential for teachers and learners (BECTA, 2009) not only because of the need for children to acquire and develop skills that will help them grow as collaborative, problem-solving, creative learners (UNESCO, 2011; Dede, 2014), but also because of the potential value of such technologies as tools for learning (Gill and Dalgarno, 2008). However, when looking at the current educational ICT uses reported by research conducted with teachers and students, (Karsenti and Lira, 2010; Villeneuve et al., 2012) and the low impact observed on learning - despite the substantial investment in equipment and material -we can only question the possible reasons for such a situation. One of the causes identified in the literature is teacher training, especially in its content and the training strategies adopted by teacher educators (Angeli, 2009; Enochson, and Rizza, 2009). We developed a training intervention to operationalize the IntersTICES model (Peraya and Viens 2005) and help teacher trainers integrate ICT in their teaching practice. This operationalization involving teachers working in the teacher training program at Université de Montreal, put into perspective the importance of teacher trainers’ e-learning culture, personal support and follow-up interventions for activities including pedagogical use of ICT. The research focused on analyzing the impact of the training intervention on participants’ e-learning culture, as well as on their intention to adopt and use ICT in their courses. Findings suggest that the operationalization of the IntersTICES model via an interactive training intervention, can provide teacher trainers with an opportunity for reflection and awareness about their personal representations regarding every aspect of their e-learning culture. Furthermore, it helped teacher trainers becoming aware of the impact their e-learning culture has on their practice throughout and at any stage of the development and implementation of their chosen activity integrating ICT.
Fok, Clinton. "Permacul[tec]ture - growing for the future: creating intervention for the rapid new urbanisation of the Johannesburg city". Thesis, 2009. http://hdl.handle.net/10539/7093.
Texto completo da fonteLau, Hong Sang. "Drug related problems in the elderly : Studies on occurence and interventions = Geneesmiddel gerelateerde problemen bij ouderen /". 1998. http://www.gbv.de/dms/bs/toc/310441285.pdf.
Texto completo da fonteThole-Muir, Wendy Harriet. "Masculinity ideals and HIV prevention: an analysis of perceptions among male graduates of the Tavern Intervention Programme (TIP) in Gauteng". Diss., 2014. http://hdl.handle.net/10500/18840.
Texto completo da fonteSociology
M. A. (Social Behaviour Studies in HIV/AIDS)