Дисертації з теми "Pedagogia clinica"

Questo percorso di ricerca ha come oggetto di indagine l’approccio della Clinica della formazione. L’obiettivo è stato quello di cogliere la specificità di questa proposta considerandola non solo nel suo aspetto di strategia di formazione e di metodo di ricerca sul campo in educazione, ma anche e soprattutto come tentativo di ridefinizione del profilo epistemologico della pedagogia. In questo studio si è scelto di procedere tramite l’esplicitazione di un elemento riconosciuto come impensato, come a-priori che sostiene latentemente l’intero impianto teorico e metodologico della pratica: il concetto di soggetto. Solo presupponendo un soggetto con specifiche caratteristiche risulta possibile intendere lo statuto del dispositivo latente dissotterrato dalla Clinica della formazione e chiarire la natura del percorso di ricerca e di formazione da essa attivati. Si è promosso pertanto un lavoro “clinico” sulla Clinica della formazione. Il concetto di soggetto è stato ricavato come precipitato di un’indagine sul funzionamento della pratica. Si è trattato di considerare come ogni pratica crei i suoi oggetti e parimenti i suoi soggetti. Sono quindi state analizzate le condizioni di visibilità dello sguardo clinico (oggettivazione) e ci si è soffermati sul dispositivo clinico e sul suo modello formativo (soggettivazione) in modo da considerare la pratica nei suoi effetti di sapere e in quelli di potere. È stato così possibile tratteggiare il profilo del soggetto clinico. Si è riconosciuto come l’immagine del soggetto a quo la pratica prende le mosse si configuri nei termini di soggetto “pedagogico”, “contro-natura”, “trans-individuale” e “spossessato” fino a individuare nel carattere “non-indentitario” la qualificazione del soggetto ad quem la pratica formativa mira. Il soggetto emerso dallo studio della pratica è apparso con caratteristiche molto diverse dall’immagine sostanzializzata cui il discorso pedagogico ci ha abituato, tanto da indurre a riconoscere nella Clinica della formazione una prospettiva che non solo accoglie le critiche mosse dalla filosofia del Novecento al soggetto, ma che può offrire delle indicazioni preziose sul profondo ripensamento a cui la pedagogia è chiamata alla luce della “morte dell’uomo”. Una volta illuminato questo ingranaggio al cuore del congegno è stato possibile ricostruire l’intero meccanismo e riconoscere la specificità della Clinica della formazione come proposta epistemologica interna al discorso pedagogico. Si è avuto quindi modo di leggere questo approccio come risposta originale e attualissima rispetto a una serie di questioni e nodi problematici del dibattito pedagogico contemporaneo come la questione relativa alla dimensione valoriale e normativa insita nel gesto educativo, il problema della definizione dell’oggetto specifico del sapere pedagogico e del rapporto tra pedagogia e scienze umane, la ricerca di metodi e di paradigmi adeguati a cogliere la complessità di dimensioni proprie dell’accadere educativo, la questione del rapporto tra teoria pedagogica e prassi educativa.

This dissertation aims to trace the origin and evolution of Massa’s thought. The latter is also placed within the current debate on learning theories, and further developed thanks to Fook’s critical reflection and Latour’s actor-network theory. Firstly, Massa’s writings are discussed. The influence of Marxism, Althusser, Foucault, and psychoanalysis on Massa’s socio-materialistic understanding of the learning process is investigated. Particular attention is given to the Foucauldian notions of ‘micro-physic of power’, ‘apparatus’, and ‘clinic’. On that basis, Massa’s ‘educational apparatus’ and ‘Clinica della formazione’ [Foucauldian clinic applied to the learning process] are debated, together with their mutual relationships. Educational apparatus is proved to be the core of Massa’s thought. Thanks to this notion, Massa simultaneously granted agency to materiality, and depicted education as a complex phenomenon underpinned by both human and non-human elements in interactions between each other. The ‘educational apparatus’ also acts as a theoretical grid to be projected on the learning process under scrutiny in order to reveal its hidden complex structure. Clinica della formazione consists in the set of techniques which makes this procedure possible; hence, it is Foucauldian. Clinica della formazione is presented and placed within the Italian educational debate of the 80’s-90’s. Moreover, its goals and methods are debated. Clinica della formazione is proved to be anthropocentric: it does not grant agency to non-human and it is based on a reflective process. In order to highlight the gap between Clinica della formazione and Massa’s original socio-materialistic epistemological background, the notions of reflection and reflexion are discussed, together with the works of Dewey, Kolb, Schön, Mezirow, Sheppard, Brookfield, and Fook. In order to further develop Clinica della formazione as a consultancy and supervision methodology, a contamination between Clinica della Formazione and Fook’s critical reflection is suggested. Latour’s actor-network theory (ANT) is identified as the most suitable research methodology to investigate the learning process according to Massa’s original materialistic epistemology. History and key aspects of ANT are presented; its position within Science and Technology Studies debated. The impact of ANT on educational research is discussed. Massa’s work is lastly compared to Latour’s one: the notion of ‘educational apparatus’ is compared to Latour’s notion of ‘network’ and Massa’s learning theory is reread taking into consideration Latour’s concepts of ‘translation’, ‘mediation’, and ‘assemblage’. Finally, Massa’s ‘theatrical deixis’ is discussed. This notion clearly suggests that Massa was moving away from Clinica della formazione methodological apparatus to fully embrace his original materialistic background. It also shows Massa’s attempt to plan and implement a consultancy process in line with the socio-material understanding of the learning process.

Il lavoro di ricerca presentato ricostruisce l’apprendimento e la messa in opera di una metodologia di ricerca educativa situata, dialogica, interpretativa, relazionale, partecipativa in istituzione. La motivazione iniziale si riconduce alla constatazione dell’urgenza di un cambiamento nell’assetto istituzionale della scuola “media”. Innanzitutto si è voluta collegare tale questione pedagogica all’individuazione di una metodologia di ricerca educativa idiografica, situata e partecipativa che consentisse una rielaborazione critica della propria esperienza da parte di coloro che praticamente lavorano come educatori e formatori nella scuola. L’incontro con il pensiero e l’epistemologia pedagogica, critica e radicale, di Riccardo Massa e soprattutto con il suo libro Cambiare la scuola ha permesso di riconoscere nella proposta della Clinica della formazione un approccio alla ricerca situata in istituzione che unisse il rigore metodologico al rispetto delle istanze pedagogiche e politiche del cambiamento. Riconoscere il nesso tra come si pensa la scuola e come se ne parla; pensare la scuola come dispositivo pedagogico; interrogare le rappresentazioni delle docenti e le loro latenze attraverso un lavoro sul setting e il linguaggio sono possibilità offerte dalla proposta di ricerca e formazione messa a punto da Riccardo Massa e dalla sua scuola. Nella Parte I del lavoro si dà conto di un primo attraversamento di alcuni testi di Massa e della comprensione di concetti quali: competenza pedagogica; dispositivo pedagogico; materialità educativa; setting e mediazione pedagogica. La scuola media è sempre stata definita “scuola del preadolescente”: sulle immagini che si hanno del soggetto educativo in questa età della vita (sue qualità, possibilità, desideri e bisogni ) si è deciso di fare ricerca con un gruppo di docenti. Nella Parte II del lavoro si descrive il percorso di apprendimento e di comprensione della proposta di ricerca e di formazione che è stata messa a punto sotto il nome di Clinica della formazione nel corso degli anni Novanta. Contemporaneamente si illustra come si è pensato di declinare la proposta clinica nello specifico contesto e situazione di ricerca. Si descrivono la messa a punto del congegno euristico e la progettazione dell’allestimento del setting. Viene dato conto del quadro di riferimenti multidisciplinari contro il quale la ricercatrice ha potuto pensare gli oggetti di ricerca: le rappresentazioni delle docenti; l’età della vita detta preadolescenza; il grado di scuola specificatamente dedicato a essa. Il lavoro di tesi è sotterraneamente percorso da una rete di rimandi analogici tra due temi. La prima questione epistemologica è quella delle latenze delle rappresentazioni e la loro interrogazione in un’attività (auto)riflessiva interattiva e sociale. La seconda questione pedagogica è quella del discorso sulla preadolescenza come area della risignificazione: tempo in cui sarebbe (im)possibile rigiocarsi e ri-conoscere i termini delle proprie differenze e predeterminazioni sia individuali che sociali. Dunque scuola media come scuola di tutti, scuola della cittadinanza attiva in quanto luogo dell’elaborazione culturale delle differenze. Nella Parte III della tesi si racconta infine l’esperienza di ricerca sul campo. Dopo la preparazione, illustrata nelle parti I e II, si narra lo svolgimento della ricerca-formazione in una determinata scuola e con un determinato gruppo di docenti: la pratica trova nel racconto la sua teoria. Nel resoconto sono centrali sia il tema dell’interrogazione ermeneutica dei testi prodotti e usati nelle ricerche idiografiche sia il tema del riconoscimento delle immagini e delle nominazioni di questi riconoscimenti. Il lavoro presentato è in definitiva soprattutto il racconto di un apprendistato ai metodi della ricerca educativa di taglio clinico, sulla scorta di un’urgenza concreta di natura pedagogica.

Uno studio intriso di interrogativi linguistici, di significati semantici, di ricorrenze etimologiche che, muovendosi in un territorio intermedio tra riflessione pedagogica, filosofica ed etica, promuove la ricerca, la riflessione e l’analisi del ruolo pedagogico e del valore clinico della SCRITTURA DI SE’ nei linguaggi della cura. Nel delineare una cornice epistemologica della scrittura di sé che, nei processi educativi, formativi, evolutivi genera un incontro fecondo tra orientamento pedagogico, clinico e terapeutico, si rintracciano le radici del legame tra scrittura e cura. L’attenzione peculiare alla dimensione della soggettività, alla valorizzazione del pensiero e della sensibilità creativa individuale, svela la scrittura introspettiva e conduce ad esplorare le fragilità esistenziali nella parola scritta approfondendone lo studio teorico e la sperimentazione clinica. Attraverso la consulenza autobiografica, nella specificità di una relazione “dia-grafica” che favorisce processi di autoriflessione, autoanalisi, riprogettazione esistenziale conoscitiva e trasformativa, si condividono orizzonti epistemologici, ambiti di ricerca, direzioni di senso con campi disciplinari diversi, aperti al futuro dei nuovi linguaggi della cura.

The present dissertation advances proposals of operationalization for the concepts of Black Pedagogy (Miller, 1980; Perticari, 2016; Rutschky, 1977, 2015) and Adultcentrism (Goode, 1986; Petr, 1992; Furioso, 2000; Mackay, 1973, 2003; Biancardi, 2002; Foti, 2004). The former is meant as a set of educational and disciplinary practices assimilable into those that nowadays are included in the frame of physical and psychological maltreatment, the latter refers instead to a paradigm of thought, prevailing within our social system, which would lead to provide inadequate or distorted responses to children’s needs (Furioso, 2000). The reflection on a possible legacy deriving from such educational forma mentis is discussed in the light of what is commonly deemed in society as included in the ius corrigendi justification in relation to the “Abuse of means of correction or discipline” (Art. 571, I.P.C.). A third measurement instrument has been developed (“Representations and Attitudes towards SLD diagnoses questionnaire” - RADSA) in order to implement a research representing the first application of Adultcentrism and Black Pedagogy scales in the context of teacher-student relationship and of the phenomenon of SLD diagnoses increase. Four studies are therefore included in the present work: three validation studies of the new instruments and one main study involving the participation of 294 Italian primary school teachers belonging to the Territorial Area of Bergamo. Results are in line with the importance, highlighted in the literature, of making an effort in recognizing the partiality of the adultcentric perspective since our biased understanding of adult-child relationship appears to prevent the acknowledgement of the deeply reciprocal and bilateral qualities of the encounter between those that can be seen as two cultures: the one of adults and the one of children. Moreover, it has been found that Adultcentrism significantly explains 30.4% of the variance in Black Pedagogy scores, thus providing the well-founded impression that an adultcentric perspective risks to deviate towards detrimental educational and disciplinary practices. Implications for teachers’ role in the context of the always increasing number of SLD diagnoses in our territory are also discussed. One of the most important suggestions deriving from the presented results is that it seems more functional to work on the level of values, beliefs, and objectives connected to child-rearing, disciplinary and educational practices rather than intervening directly on practical methods in order to modify them. The possible applications of Adultcentrism and Black Pedagogy scales could range from research fields of pedagogy, education, parenting, child advocacy to social-juridical psychology.

Nell’era dello sviluppo tecnologico, della globalizzazione e di contesti lavorativi sempre più interdisciplinari diviene importante, se non necessario, recuperare e approfondire quei modelli educativi che fanno della relazione il centro del processo di apprendimento al fine di formare studenti che siano in grado di dare un senso agli strumenti acquisiti piuttosto che esserne agenti passivi. Alla luce di questa necessità, il presente elaborato intende concentrarsi sull’innovazione della formazione universitaria nel particolare contesto della medical education italiana. Al fine di accompagnare i lettori nel progressivo avvicinamento a questo tema, l’articolazione dei capitoli procede dal generale al particolare. I lettori inizieranno il loro viaggio con la scoperta delle nuove teorie dell’apprendimento a cui sono associati innovativi metodi didattici, per poi incontrare le specifiche della nuova formazione universitaria influenzata da queste innovazioni ed infine il particolare mondo della formazione medica universitaria. Dopo aver acquisito una conoscenza del contesto innovativo all’interno del quale si sta muovendo la nuova formazione universitaria nel contesto medico, i lettori potranno procedere alla consultazione di due ricerche svolte all’interno di questo panorama pratico-teorico. Le ricerche sono presentate seguendo la struttura di articoli scientifici così da essere auto-consistenti. Alla luce della letteratura di riferimento gli obiettivi del primo studio sono: 1) tradurre, adattare e validare in italiano il Conceptions of Learning and Teaching (COLT) così che possa diventare uno strumento di promozione e monitoraggio in merito all’ implementazione di una didattica maggiormente student-centred nei diversi Atenei italiani ed 2) acquisire una prima rappresentazione campionaria in merito allo stato dell’arte dell’atteggiamento didattico dei docenti di diverse università italiane così da poter eventualmente implementare percorsi di formazione specifici rivolti ai docenti. Dal primo studio emerge che: 1) la versione italiana del questionario (COLT-IT) è composta da due sotto-scale (Teacher Centredness e Appreciation of Active Leraning) ciascuna di 5 items e 2) i docenti delle scuole di medicina italiane mostrano un atteggiamento maggiormente centrato sullo studente piuttosto che sul docente. In diretta continuità con il primo studio, la seconda ricerca ha lo scopo di 1) valutare la patient-centredness dei docenti di diverse scuole di medicina italiane e la presenza di eventuali differenze di genere e 2) la relazione statistica quantitativa tra le concezioni dei docenti sull’apprendimento/insegnamento (student-centred o teacher-centred) e la loro attitudine all’essere patient-centred o doctor-centred così da acquisire informazioni in merito alle variabili che potrebbero sostenere lo sviluppo di un atteggiamento centrato sul paziente degli studenti di medicina. Dal secondo studio emergono 1) delle differenze di genere nella patient centredness dei docenti, 2) un’associazione negativa tra l’atteggiamento centrato sul docente e le scale di Caring e Sharing e 3) un’associazione positiva tra l’atteggiamento centrato sullo studente e la scala del Caring. In conclusione, il presente elaborato permette di acquisire ulteriori evidenze scientifiche a sostegno dello sforzo nella promozione ed implementazione della didattica centrata sullo studente nelle scuole di medicina italiane.
In the era of technological development, globalization and increasingly interdisciplinary work contexts, it becomes important, if not necessary, to recover and deepen those educational models that make relationships the centre of the learning process in order to train students who are able to give a sense of the tools acquired rather than being passive agents. Considering this need, this paper intends to focus on the innovation of university education in the context of Italian medical education. In order to accompany readers in the progressive approach to this theme, the articulation of the chapters proceeds from the general to the particular. Readers will begin their journey with the discovery of new learning theories associated with innovative teaching methods, to then meet the specifics of the new university education influenced by these innovations and finally the specific world of university medical education. After acquiring a knowledge of the innovative context within which the new university training in the medical context is moving, readers will be able to consult two research studies carried out within this practical-theoretical panorama. Research is presented following the structure of scientific articles. In light of the relevant literature, the objectives of the first study are: 1) to translate, adapt and validate the Conceptions of Learning and Teaching (COLT) in Italian so that it can become a tool for promoting and monitoring the implementation of a more student-centered approach in the Italian universities and 2) to acquire a first representation of the state of the art of the teaching attitude of the teachers of different Italian universities so as to be able to eventually implement specific training courses aimed at teachers. The first study shows that: 1) the Italian version of the questionnaire (COLT-IT) is composed of two sub-scales (Teacher Centredness and Appreciation of Active Leraning) each of 5 items and 2) the teachers of the Italian medical schools show more student-centered rather than teacher-centered approach. In direct continuity with the first study, the second research aims to 1) evaluate the patient-centeredness of teachers from different Italian medical schools and the presence of any gender differences and 2) the quantitative statistical relationship between teachers' conceptions on learning / teaching (student-centered or teacher-centered) and their aptitude to be patient-centered or doctor-centered so as to acquire information about the variables that could support the development of medical students’ patient-centeredness. The second study reveals 1) gender differences in teachers' patient centeredness, 2) a negative association between teacher-centeredness and the Caring and Sharing scales, and 3) a positive association between student-centeredness and the Caring scale. In conclusion, this thesis allows to provide further scientific evidence to support the effort in the promotion and implementation of student-centered teaching in Italian medical schools.

This study concerns the strategy of lifelong and life wide learning as a form of "taking care of oneself". I assume, as Beck and Bauman say, that nowadays we live in a "risk society" and in a "liquid" society. In this context, the world has become more complex and the future more unpredictable in comparison with only few decades ago. The former collective agents (workers, women, social movements in general) seem to have vanished and the prospect of a public solution to the problems posed by the new/post modernity is very slim. It is the individual who has to undertake responsibility for his/her own future. There are at least two ways of considering lifelong learning: the first focuses on personal ability to purchase the skills, the competences, the capabilities required by the market, and become a "lifelong learner" in order to continuously respond to market-place challenges and remain employable. Somehow the person has always got to learn and can never consider himself/herself a complete professional, citizen, individual but is obliged to follow adaptive strategies just to stay afloat. The second way tries to see the "positive" side of an epoch of uncertainty: if social roles and status have become less solid, it should be possible, in adult life, to have the opportunity to seek for an autonomous form of satisfactory life, where lifelong learning links with experience and original, personal ways of elaborating experience. In this perspective, lifelong learning is a construct that has to give account of the situated, historical, economical, political role that education experiences play at the individual level but also in the individual's social context. I investigate the link between "necessity and possibility" in the process of "Bildung" of subjectivities. There are social, structural and cultural bonds that strongly condition access to education and to the opportunity to find one's place into society and there must be some possibility to overcome those bonds. What are the resources that individuals can count on to express their aptitudes and yearnings? What is the role of gender differences in such a need? I can say that lifelong learning may be only one of many different strategies to respond to deep and latent needs concerning identity, membership, self-planning, gender. As no dominion disposals are given without some resistance disposals, I look at experiences of existential re-definition that take place through a fracture, a crisis, a withdrawal, and lead to a new equilibrium, where the people experiencing them look for a "second chance" in their lives. I de-construct the idea of "second chance" pointing up notions of falling, risk, gain and loss, crisis and opportunity, freedom of choice. Also, the courage to look for something considered "second best" - or the courage to quit aiming for a first place in a competitive and individualistic society is to be valued. In the concept of "second chance" there is a redeeming dimension: the idea that learning throughout one's life does not mean to accumulate knowledge, skills, competencies in a linear and adaptive process, but - on the contrary - can be an evolutionary process similar to that found in nature, expressed by the concept of "exaptation". By the term "exaptation" I refer to the ability of individuals to learn, develop and self construct using in a creative form what they already possess. Maybe this is a particular kind of wisdom. It is also necessary to re-think the role of education in individual life stories, the different weight and the different meaning that people give to it depending on the moments in which they come into contact with educational systems. The role of those responsible for educational processes must also change: there is a need for a more circular way of defining educational requirements and knowledge. And so, the research, moving from a critical theory of society and from a Foucoultian perspective (with regards to the categories of power, resistance and freedom), makes use of the method devised in Italy by Riccardo Massa and by the Clinic of Education, because it allows investigation of the latent and hidden dimensions of everyday actions and beliefs while simultaneously constructing new forms of knowledge and self-knowledge. The research participants are individuals who have decided to give themselves a "second chance": they are adult students in Bicocca and many of them have abandoned previous studies, some have changed their lifestyles and have experienced a personal crisis. In this research, narrative and auto/biographical pedagogy play a substantial role: this approach, as a matter of fact, in the last fifteen years has gained full recognition in many context (Denzin & Lincoln; West; Josso; Ferrarotti; Pineau; Demetrio; Formenti; Gonzàlez Monteagudo, etc) and has proved to be a powerful research method in its own right for understanding subjectivity and making subjective experiences more visible and intelligible. Above all, this approach, with the aim of critiquing hierarchical models, has important implications for the change of roles. It is a way of acquiring knowledge and a social action, that promotes self-directed learning and the appropriation of one's own education. For these reasons I selected a small group of adults (aged 34 and up) who have decided to give themselves a "second chance", taking possession of their own lives, and by so doing taking care of themselves. I investigated together with these people their life history and the roots of the "turning point". To carry out this research I used face-to-face instruments, such as open and in-depth interviews, into a clinic perspective. The Clinic of Education as a method that brings to light the hidden dimensions of actions and decisions, in other words the symbolic, cognitive, emotional and procedural latencies related to education, is the theoretical frame in which the research is inscribed.

Il progetto si snoda tra gli ambiti di ricerca della pedagogia speciale, delle neuroscienze e dell’educazione linguistica, muovendo da una positiva esperienza concreta e proponendo un approccio “olistico” al recupero delle abilità di base nelle dislessie in età evolutiva mediante esercizi di linguistica creativa ed esperienze sonoro-musicali, laddove l’azione delle frequenze sonore può stimolare il sistema percettivo-cognitivo e al contempo attivare per risonanza meccanismi di autoregolazione nel soggetto. Design. L’efficacia dell’azione della musica è indagata inizialmente su 4 individui “normodotati”, quindi su un panel di 5 soggetti con dislessia di tipo disfonetico e misto, misurando l’evoluzione dei principali parametri di benessere psico-fisico e i valori della coerenza emisferica cerebrale. I dati ottenuti e lo studio di caso su un soggetto adolescente con dislessia, lungo un follow-up di 2 anni, consentono di definire un modello di attività didattiche e proposte operative, valutandone gli effetti su altri 4 casi scelti in ambito scolastico (“embedded case study”), relativamente al potenziamento delle abilità di lettoscrittura e al rafforzamento del concetto di sé attraverso pre-, durante- e post-test (lettura di parole e non-parole con e senza crowding, prova MT di comprensione testuale, Test di valutazione multidimensionale dell’autostima e analisi della produzione testuale con il software “Èulogos”). Results. L’analisi delle evidenze empiriche attesta la valenza delle strategie utilizzate, rivelando effettivi miglioramenti nelle abilità di lettoscrittura, nella capacità espressiva, nelle componenti socio-emotiva e motivazionale, nella prassia e nell’integrazione spazio-temporale dei soggetti in esame. Ciò va in direzione della trasferibilità dell’approccio e del modello multimodale adottato.
This project refers to various research areas, from special education to neuroscience and language education. It starts from a real and positive experience and develops into an “holistic” approach to the recovery of basic skills in developmental dyslexia. This goal is achieved by creative linguistic exercises and musical experiences, where the action of sound frequencies can stimulate the perceptual-cognitive system, activating at the same time self-regulation mechanisms by resonance. Design. The effectiveness of music is initially investigated on 4 “normal” subjects, then on a panel of 5 subjects with disphonetic and mixed dyslexia. The investigation is carried on by measuring the evolution of the main parameters of physical and mental wellbeing and the hemispheric coherence brain values. The collected data and the case study of a teenager with dyslexia, through a 2 years’ follow-up, are used to define a model of learning activities and operational guidelines. The effects of these guidelines are investigated on other 4 cases chosen in a secondary school (“embedded case study”), with reference to the implementation of reading and writing skills and the development of self-concept across pre-, during -and post –test: words and non-words lists with and without crowding effect, MT evidence of textual understanding, multidimensional self-esteem assessment test and analysis of textual production by the software “Èulogos”. Results. Analysis of empirical evidence shows the effectiveness of the used strategies to reveal the actual improvements of literacy skills, expressive capability, socio- emotional and motivational dimensions, praxia and space-temporal integration of the studied cases. This suggests the possibility of the transferability of the adopted multimodal approach.

Bakgrund  I svensk skola är ett av målenatt tidigt identifiera elever med nedsatt läsförmåga. För att underlätta identifieringen har ett nationellt bedömningsstöd arbetats fram. Nedsatt läsförståelse beror på nedsatt avkodningsförmåga eller nedsatt språkförståelse. Svårigheter med avkodning respektive språkförståelse kräver olika insatser i skolan.   Syfte  Syftet med studien var att undersöka om nationella bedömningsstödet för läsutvecklingi årskurs 1 identifierar andraelever änstandardiserade och normerade screeningtest genomfördai årskurs 2. Syftet var vidareatt undersöka om de elever som identifierats med nedsatt läsförmåga på nationella bedömningsstödet även uppvisar språkliga svårigheter samt hur pedagogerna använder resultatet på nationella bedömningsstödet för planering av vidare insatser.  Metod Studien omfattade 41 elever i årskurs 2 som genomfört nationella bedömningsstödet i årskurs 1 och DLS läsförståelse i årskurs 2. Eleverna testades med avkodningstesten Vilket är rätt?och Vilket låter rätt?och språkförståelsetestet TROG-2.Studien inkluderade även en intervju med 4 pedagoger som har ansvar för genomförandet av nationella bedömningsstödet. Resultat Nationella bedömningsstödet identifierade 13 elever med nedsatt läsförmåga i årskurs 1, screeningtesten DLS läsförståelse, Vilket är rätt?och Vilket låter rätt?identifierade 16 elever i årskurs 2. Screeningtesten identifierade 7 elever (44%) som inte identifierats på nationella bedömningsstödet. Nationella bedömningsstödet identifierade 2 elever med nedsatt språkförståelse. Samtliga pedagoger använder resultatet från nationella bedömningsstödet för planering av insatser.  Slutsatser Nationella bedömningsstödet fungerar till viss del i skolor där det utförs av pedagoger som är utbildade i nationella bedömningsstödet. Däremot identifierar nationella bedömningsstödet färre elever än standardiserade och normerade screeningtest och är mer tidskrävande.

Esta pesquisa teve por objetivo investigar como psicólogos e pedagogos, que atuam em psicopedagogia, na clínica, compreendem os problemas de aprendizagem da leitura e escrita em crianças e como vêem o lugar da família na construção dos referidos problemas. Para atingir esse objetivo foi utilizada uma metodologia qualitativa, tendo como instrumento um roteiro semi-estruturado, utilizado em uma entrevista individual, a qual foi aplicada a três psicólogos e a três pedagogos com formação e atuação em psicopedagogia, na clínica. Cada uma das entrevistas teve seu conteúdo analisado com base na teoria psicanalítica e em estudos psicopedagógicos. Posteriormente, procedeu-se a uma análise geral de todas as entrevistas. Verificou-se que para as entrevistadas, os problemas de aprendizagem, inclusive os de leitura e escrita, são um fenômeno complexo, que envolve aspectos socioculturais, pedagógicos, cognitivos e psicodinâmicos dentre as causas a serem tratadas. No entanto, questões da dinâmica familiar foram apontadas, de forma unânime, como uma das principais fontes de problemas na aprendizagem, principalmente a grande dependência da criança em relação à mãe e a participação periférica do pai no processo de aprendizagem escolar dos filhos. Além disso, questões socioculturais acentuam uma tendência atual dos pais em delegar a educadores e psicólogos os cuidados com a aprendizagem dos filhos. Os conhecimentos acerca das formas de funcionamento da família, dentro da sua cultura e em cada etapa de seu ciclo de vida, podem contribuir para o acompanhamento terapêutico da criança e do grupo familiar
This aim of this research was to investigate as psychologists and educators, acting in psychopedagogy at consulting office, understand the children learning problems of reading and writing and as they see the role family plays in the construction of these problems. To reach that objective a qualitative methodology was used, having as instrument a semi-structuralized protocol and individualized interview, applied to three psychologists and three educators with formation and performance in clinical psychopedagogy. The content of each interview was analyzed on the basis of the psychoanalytic theory and psychopedagogical studies. Afterwards, a general analysis of all the interviews was proceeded. It was verified that for the interviewed professionals, the learning problems, including those of reading and writing, are a complex phenomenon that involves sociocultural, pedagogical, cognitive and psychodynamics aspects amongst the causes to be treated. However, questions of the familiar dynamics had been unanimously pointed as one of the main sources of problems in the learning, mainly the great dependence of the child in relation to the mother and the peripheral participation of the father in the process of pertaining to school learning of the children. Moreover, sociocultural questions stress a current trend of the parents in delegating the educators and psychologists the cares with the learning of the children. The knowledge of the forms of family functioning, inside of its culture and in each stage of its cycle of life, can contribute for the therapeutic follow up of the child and the familiar group

The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.

The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs’ expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.

The research question was stirred by observations that the set-up of the clinical situation seems to contain elements that have a deep impact on the patient. I found that the clinical situation shows important similarities to the space for play that children negotiate when they want to immerse themselves in mutual phantasy play. Consequently, one overall purpose of the present study is to explore the psychoanalytic situation as a play situation with the help of two clinical vignettes.In the first part, I give a picture of my understanding of Freud’s reasons for shaping his clinical situation as he did. A critical scrutiny of Freud’s case of the Rat Man gave us keys to an understanding of the clinical method’s contradictoriness.A tentative hypothesis was framed that the set-up of psychoanalysis’s clinical situation induces an ambiguity about different levels of reality, the purpose being to create a space in the course of the analysis in which this confusion can be analyzed and comprehended. This work on the ambiguity of the reality links psychoanalysis with the intimate and spontaneous interaction that characterizes children’s social phantasy play. The investigation came to the conclusion that there exists a conspicuous equivalence between the two situations. The issue of what connects the universal play situation of children on the one hand, with the specific psychoanalytic situation on the other, makes a point of departure from which to approach and investigate the field of inquiry.The theory is that a ‘play’ with factual and illusory asymmetry generates a field of tension that serves as a sounding board from the moment of psychoanalysis's introductory negotiations until its ending. A third area is created that supports a mutual explorative space that in its turn makes a bridge between outer and inner reality and between now and the past. In such a context the phenomenon of play becomes a transformational concept.The conclusion is that psychoanalysis organizes a clinical situation that speaks to a profound and universal human need and that it is understood as an analogy of the play situation of children.

From the birth of Therapeutic Communities until today, there has been a radical transformation of rehabilitation and care practices, and a conceptual and methodological reform of clinical and educational interventions to the Person. In order to understand more deeply the substantial changes that have characterized the psychiatric field, it is appropriate to shed light on the experiences of “mental hospitals” from the beginning of the twentieth century, investigating the representations of mental illness that have taken place over time, the social and institutional dimension and the related therapeutic paradigms implemented. The first chapter of the text proposes a compendium of the evolution of Italian psychiatry from the twentieth century to the present day, retracing the main legislative stages and the major ideological and clinical expressions that have marked and changed society. The survey takes into consideration a period of time of about a hundred years of stories and events related to psychiatry, in order to reconsider terms such as “care”, “subjectivity”, “social mandate”, “stigma”, “normality” and “madness”, also through a pedagogical glance and the light of the different perspectives of thought, of political guidelines, of socio-cultural contexts and of devices that have built up over time. During the research I refer also several times to the concept of “customization”, which represents an important theme, closely linked to education, training, relationship and to the individual growth, understood as the realization and awareness of self and of one’s choices. The therapeutic communities have arose in response and in opposition to the totalitarian psychiatric care and institutionalizing systems, promoting an approach inspired by the patient’s subjectivity and the sharing of their therapeutic path, towards a process of humanization, in which «the hypotheses of criticism madhouse is not just a philanthropic assumptions (humanizing the inhuman scenario), but a technical and scientific hypothesis (transform the interdiction to the treatment options)» . Sometimes, though, these experiences have proved purely theoretical, and many communities have not been able or willing to make a substantial change of mental paradigm, presenting different scenarios that however replicate methods similar to those mental hospitals. Or, in other cases, internal factors to the community have proved to be the main obstacle to change and openness toward the territory. The therapeutic communities should be considered as a residential and therapeutic protected setting, in which they accrue personal and professional experiences and interweave stories of life and interpersonal relationships. During the research are described protagonists (psychiatrists, local administrators, practitioners, activists, scholars, politicians involved, etc.), which in various ways have contributed to question and change the paradigms of psychiatric care and the same psychiatric institution, giving a face to the stereotypical image of patients and, more striking appearance, giving them their own voice, the excluded, which, as Foucault argues, had been silenced. The second chapter proposes a specific therapeutic community model, which shows the representation of a complex organization, and to be able to know in depth, it is essential to understand its role, objectives and organization within the social network and health care where it is located; to know which national and regional regulations of reference, which are the actors involved in the care and rehabilitation project; verify whether and how it respond to concerns not only technical nature but also exquisitely professional education to patients and staff. At the same time, it is important to know what are the characteristics, the stories and the experiences which has received the Therapeutic Communities, through the description of episodes, experiences, relationship dynamics, clinical and educational interventions, and therapeutic approaches. Not to be neglected, the description of the structural aspects, as the Community is the place where patients and professionals spend much of their time and live experiential moments; for this reason, the analysis also provides a descriptive brief overview of the most important structural features that determine a good institutional, community and corporate environment. Without these insights, the study would be partial, as the Community would be presented as an isolated system, self-referential, “asocial”, free from institutional and territorial connections, as well as closer to favor institutive and instituting rules rather than people who have to make it alive. The Community, however, should be seen as an expression of interpersonal relationships and then engaging in various ways, both the totality of every person who has (patients and staff), as well as the set of stakeholders and social and relational connections that are established with individuals inside. It must also be conceived as a protected place where the patient lives and mature personal and social experiences, spends most of his time with other people, sharing common areas, deals with and elaborates aspects related to affective and emotional sphere, takes part in the daily and educational activities, establishes relationships at various levels, adheres to the therapeutic project. The realization of all this is one of the main objectives of this research, which necessarily involves a series of insights, as well as the evaluation of certain theoretical and practical principles and implementation of interventions to propose a dimension of therapeutic community oriented to the person, through human acts that require intentionality, responsibility, logos, awareness. The intent is also to propose a more holistic perspective, which offers an opportunity to interpretations that take into account the person as a whole. The constant effort of the team must be directed mainly towards this perspective and, in the Community context, the educational channel is of fundamental importance. In the third chapter, the track looks for a cross-sectional analysis line and extending multi-level, in order to describe the interactions, cooperation, opinions and operational guidelines present in a community, then turned the focus of interest on importance of continuous training for staff, understood as ethical commitment and active involvement to a pedagogical integration of the person, his family and social environment, as well as the concrete enhancement of its peculiar and whole capacity. Recognizing the importance of education, translated in pedagogical terms, necessarily means inviting to think about the dynamics and the typical working processes of the organization, in order to further enhance the relationship between the operators themselves, patients and stakeholders, intensify therapeutic alliance, to humanize and personalize interventions and psycho-educational choices, by acting with intentionality, reason, freedom and responsibility. The educational process takes a deeper and more complex dimension, because it also extends to professional experiences, emotional and relational conducted by community workers, in addition to traditional educational opportunities. In this sense, training, work and learning are an essential value horizon which helps to give meaning to life experiences and enhance the person in his uniqueness and his being in relationship with the Other. The team in the community (mainly represented by psychiatrist, professional educator, coach of psychiatric rehabilitation, nurses, psychologist, social health operator, doctor) operates and intervenes in a planned and managed collaboratively way, organizing activities, projects and coordinated actions, both inside and outside the residential environment, supporting where possible the participation and involvement of the social actors of the territory and family network. The fourth chapter describes some activities carried out by the patients, their participation in educational and vocational projects, the activation of training courses (for example, the computer course), meetings and expressive groups (such as “Creative Writing”) and opportunities for discussion and socialization (for example, the “Group Word”) promoted by the team, in order to promote effective targeted paths and reintegration into society, considering the person's needs and enhancing their capabilities and resources. The fifth chapter, entitled “Beyond the medicalization”, aims to overcome the exclusively biomedical point of view of mental illness, by promoting a holistic approach that brings all initiatives and actions on the centrality of the person. As Benedetto Saraceno says: «The urgent need for a radical rethink of psychiatry models is unquestionable, especially to prevent the biomedical psychiatry to be promoted as a global reference model» . The survey focuses on intervention models that integrate the psychological dimension, with its social, cultural and biological dimension where are necessarily considered and measured the patient’s capacities, its characteristics and its potential. In this context, I describe some fragments of community life of three patients, surpassing the reductive conception exclusively linked to the symptoms and pathology, also through their direct testimony and their experiential contributions. The patient’s emotional experience and his personal characteristics are fundamental principles in therapeutic area; the survey is developed on this assumption, aware that, as stated by E. Minkowski: in psychiatry, behind the symptom and even more behind the syndrome, for us there is always the whole living personality. And the need to penetrate through the symptoms, up to this living personality to capture in a single effort of knowledge his whole way of being, is so imperious as much as in the field of psychopathology as in the normal you can not subtract . The research deals with sensitive issues and social interest, often the subject of debates, testimonials, anecdotes and controversy: everything generates curiosity, questions and proposals for action that, in some cases, reflect the expression of theoretical and practical models which are appropriate and effective, while others are the result of conceptual and methodological simplifications, highlighting analysis rather superficial and approximate. To overcome this second possibility, throughout the research has tried to avoid rhetoric and demagogy without proposing claims of convenience and reach easy conclusions; this approach does not exempt from possible blunders but induces to look/face the subject matter from diverse angles and through “slow” different to have a more complete and informed perspective and avoid rush simplistic and summary thesis.

In the early 2010s, competitive market logic was introduced into healthcare systems so as to achieve rapid improvements. This took place as improvement policies began to emphasize the notion of collaboration as a method of ensuring patient safety across organizational boundaries. This thesis addresses how staff, in their practical improvement work, balance economic values, on the one hand, against meaningful solutions for the patient, on the other. The research interest focuses on the particular interpretations about improvements that emerge in negotiations about change. These interpretations are foundational to the learning that simultaneously takes place. The aim of the thesis is to analyse and explain the pedagogical conditions that take place in improvement practices in a healthcare system in the 2010s. The thesis takes its theoretical point of departure in a pedagogical theory that describes how contextual conditions influence learning processes in a specific practice where communication is foundational for learning. The thesis uses critical discourse analysis as a methodological point of departure and builds on a model of improvement work, namely, the clinical microsystem. The first study consists of a literature review of the microsystem framework. Subsequently, three case studies were conducted at Jönköping county council, Sweden. Discussions of improvements at clinical meetings and improvement coaches’ reflections over their pedagogical approaches provide the empirical data for the case studies. The findings show that market logic gives rise to a number of displacement effects with respect to learning processes. Short-term profits are shown to supersede goals of a more profound development of knowledge. The composition of an improvement practice is of critical importance to the nature of the negotiation that takes place, and thus how the practice comes to successfully challenge things that are taken for granted and the power structures that exist within the practice. Improvement coaches themselves become pedagogical prerequisites under the influence of the prevailing conditions, as they promote different learning organizations. This thesis develops the conceptual framework that is instantiated by the clinical microsystem, and it also contributes to the social constructionist field of improvement science by establishing pedagogical and discursive perspectives on improvement and change.
Bridging the Gaps

Questo studio vuole indagare il concetto di qualità nel lavoro educativo, individuandone le possibili determinazioni a livello teorico e pratico, attraverso un confronto con le pratiche e i problemi concreti dell’educare. Quello della qualità è un tema assai complesso e costituito da numerose variabili, attorno a cui hanno preso avvio una serie di dibattiti (Abbott L., 1955; Feigenbaum A. V., 1951; Crosby P. B., 1979; Juran J. M., 1974; 1988; Parasuraman A., Zeithaml V.A., Berry L.L, 1985) che hanno contribuito a rendere la parola qualità un contenitore da riempire con le più varie attribuzioni di significato. Definire la qualità non è solo un processo difficile, ma anche in trasformazione. Questo è ancor più vero nei riguardi di un settore articolato come quello educativo, dove essa assume tratti di complessità che occorre considerare. Se da un lato è possibile riscontrare un’idea di qualità tecnica, orientata alla progettazione e al controllo, dall’altra esiste una qualità pedagogica che spesso rimane nell’ombra. Con l’intento di inquadrare il concetto di qualità nell’ambito di una riflessione pedagogica, lo studio prende avvio da una ricognizione teorica che ha come oggetto il sapere pedagogico (Bertolini, 1988; Cambi, 2000; Cambi, Cives, Fornaca, 1991; Frabboni, Pinto Minerva, 2003; Massa, 1987, 1990), di cui si evidenzia il carattere complesso e multidimensionale che lo rende capace di orientare le pratiche senza la pretesa di giungere a verità assolute. In seguito è stato approfondito il tema del lavoro educativo, un lavoro esercitato nel campo-dispositivo dell’educazione (Massa, 1987) e che è esaminato nelle sue dimensioni materiali, inconsce e pragmatiche. Dopo aver posto le basi concettuali e teoriche del sapere pedagogico e del lavoro educativo, si entra nel merito del concetto di qualità, ripercorrendone le origini storiche e le relative evoluzioni, per poi considerare i significati che essa può assumere a seconda delle diverse prospettive epistemologiche: positivismo, ermeneutica, approccio critico-decostruttivo e clinico. Si fa così ritorno all’educativo: si cerca di mostrare il rapporto che la qualità intrattiene con l’educazione e le possibili accezioni attribuite alla qualità in tale ambito, in termini di capacità di gestione delle relazioni, di costruzione e progettazione di setting educativi, di decostruzione e riflessione sulle pratiche e sulle esperienze educative. Infine, si pone la qualità a confronto con i problemi dell’educazione, entrando nel vivo delle questioni concrete concernenti la pratica. L’ultima parte dello studio è dedicata alla ricerca. Essa si colloca all’interno del più ampio Progetto PRIN, cui ho preso parte, che ha avuto come obiettivo esplorare le culture e le politiche della valutazione in due servizi educativi e di cura per adolescenti del territorio lombardo. L’approccio entro cui è inserita è di tipo qualitativo (Denzin & Lincoln, 2000) ed essa è stata condotta attraverso la strutturazione di un “collective case study” (Yin, 1994; Mortari, 2007; Riva, 2007), utilizzando un approccio metodologico di tipo ermeneutico, clinico-critico, in particolare quello della ‘clinica della formazione’ (Massa, 1992; Riva 2000). Per la raccolta dei dati sono stati utilizzati diversi strumenti: l’osservazione etnografica (Anderson-Levitt, 2006; Angrosino & Rosenberg, 2011; Bove, 2009) per esplorare quanto agito nei due contesti; interviste e focus group per indagare quanto dichiarato dai professionisti rispetto al loro sapere; un percorso clinico pedagogico per esplorare i significati attribuiti alle pratiche. La ricerca sul campo ha evidenziato alcune delle possibili accezioni che la qualità può assumere nel lavoro educativo; significati generati dai contesti e dai soggetti che li abitano, che si costruiscono e si determinano nel quotidiano e nelle relazioni tra i professionisti, con gli utenti e con i diversi stakeholder.

This research deals with children and with people who studied them and who took care of them in the period between world wars. This thesis analyses the question of childhood considering psychiatry and some neighboring disciplines like medicine, pedagogy, psychology, psychoanalysis and criminal antropology. The research analyses the Italian situation, but it considers also the international relations both in the theorization of the psychiatrists and in the practices created for “abnormal” children. From a methodological point of view, the thesis uses several tools: it combines the reconstruction of the general background with the intensive observation of some case-studies, in particular the Venetian Medico-Pedagogical Institute, the Colonia-scuola Marro part of the Psichiatric Hospital of Reggio Emilia, the Scuola magistrale ortofrenica of Rome. It also takes ideas and suggestions from transnational approach, particularly useful in the reconstruction of medical and psychiatric networks. The thesis is divided into three parts. The first part concerns institutions – institutes, schools and consulting rooms – for abnormal children and specific features of these institutions like admission and dismissal policies, the role of doctors and families and so on. The second part considers the scientific and political background in which psychiatrists operated and their relations with fascism and with the international context. The third part is about children: through their case histories we can analyse the diagnoses and we can also partly hear their voices.
La tesi affronta la questione dell’infanzia letta principalmente attraverso le teorie e le pratiche psichiatriche, cogliendo al tempo stesso gli apporti e le influenze di discipline vicine come pedagogia, psicologia, psicoanalisi e antropologia criminale. L’attenzione è posta in particolare all’Italia, ma vengono analizzati i legami internazionali sia nella teorizzazione degli psichiatri sia nelle pratiche messe in atto negli istituti per bambini “anormali” e difficili. L’arco cronologico considerato è quello compreso tra le due guerre mondiali. Da un punto di vista metodologico la ricerca si avvale di diversi approcci: coniuga la ricostruzione del contesto generale con l’osservazione intensiva di alcuni case-studies, accogliendo al tempo stesso spunti e suggestioni dell’approccio transnazionale, particolarmente utile nella ricostruzione delle reti di relazioni tra gli psichiatri. La ricerca si pone per definizione all’incrocio di più ambiti: da un lato la storia della psichiatria, dall’altro la storia del fascismo e dall’altro ancora la storia dell’infanzia. La tesi si articola in tre parti. La prima parte è dedicata agli istituti per bambini anormali. Si è cercato di illustrare quali erano gli istituti per bambini anormali, le caratteristiche specifiche di ciascuna istituzione, le modalità di ammissione, le interazioni tra medici, società e famiglie. Si sono analizzate le cause dell’anormalità dei bambini secondo il punto di vista dai medici, ma si sono anche considerate le modalità di osservazione, di gestione dei bambini e le terapie specifiche adottate. Vengono prese in considerazione anche le modalità delle dimissioni, gli esiti della cura e il ritorno nella società di questi bambini. La seconda parte della tesi considera il contesto scientifico e politico di riferimento, nel quale agivano e operavano gli psichiatri. Questa seconda parte si articola in due capitoli: il primo indaga le richieste degli psichiatri dei bambini e le loro aspirazioni come gruppo di professionisti che reclamava uno spazio di azione che non fosse più solo il manicomio, ma anche la scuola, la fabbrica e l’esercito. Il secondo capitolo si concentra sulla seconda metà degli anni Trenta e si focalizza in particolare sul I congresso internazionale di psichiatria infantile, mostrando come i rapporti tra alcuni psichiatri, antropologi criminali e pedagogisti si fossero intrecciati e infittiti, evidenziando la disponibilità di alcuni medici a mettersi a disposizione del fascismo, talvolta anche per questioni accademiche e di prestigio. La terza parte si concentra sui bambini anormali: vengono prese in considerazione le diagnosi rinvenute sulle cartelle per verificare quali fossero e come abbiano contribuito alla costruzione della categoria del bambino “anormale”. L’ultimo capitolo cerca di dare voce ai bambini attraverso le parole che in alcuni casi hanno pronunciato e che alcuni psichiatri hanno raccolto per mostrare la complessa relazione tra medici e bambini.

Впровадження змішаного навчання (Blended learning) в університетах України є новим підходом, який враховує сучасні тенденції розвитку суспільства, освіти та технологій. Комбінація активного використання упорядкованого online-навчання та традиційного аудиторного спілкування з колегами і викладачем дозволяє суттєво персоналізувати навчання, створити умови для особистої відповідальності студента за кінцевий результат, збільшити кількість мотивуючих факторів, покращити навички самоорганізації та регуляції процесу наближення до поставленої мети. Ефективність впровадження цієї педагогічної технології та популярність у вищих навчальних закладах світу дає підставу для оптимістичного прогнозу щодо її результативності при викладанні дисциплін медичного профілю.

Syftet med studien har varit att undersöka vad några specialpedagoger verksamma inom grundskolan berättar om handledning och konsultation i skolan. Studien har genomförts utifrån kvalitativa semistrukturerade intervjuer med syfte att fånga informanternas berättelser, i enlighet med narrativ teori. Efter genomförandet av intervjuerna transkriberades, kodades och tematiserades dem, vilket utmynnade i olika teman och subteman i relation till syfte och frågeställningar. Resultatet visar att rollen som specialpedagog formas olika utifrån faktorer som styrdokument, utbildning, förväntningar, erfarenheter, personliga intressen och förutsättningar som ges i den egna verksamheten. Det kvalificerade samtalet skrivs fram som ett paraplybegrepp för studien och berättelserna kring detta samtalsbegrepp och begreppen handledning och konsultation, som rör avgränsningen för densamma, skiljer sig åt mellan informanterna. Det framkommer en tvetydig bild av definitionen av det kvalificerade samtalet likväl som uppfattningen och tolkningen av begreppen handledning och konsultation. Det är tydligt att specialpedagogens otydliga roll har en stark inverkan på vad informanterna berättar om handledning och konsultation då rollen formas, enligt studien, mycket efter personen som innehar rollen. För att vidareutveckla det kvalificerade samtalet som kraftfullt verktyg i praktiken skulle den pedagogiska handledningen med fokus på pedagogisk utveckling behöva diskuteras vidare. Vi ser också behovet av att säkerställa rektorers kunskap kring uppdraget, som ett led i att bereda plats för samtalsuppdraget i praktiken.
The purpose of the study has been to investigate what some Special Educational Needs Coordinators working in elementary school have to say about supervision and consultation at school. The study has been conducted on the basis of qualitative, semi-structured interviews with the purpose of capturing the informants' stories according to narrative theory. After undertaking the interviews, they were transcribed, encoded and thematized, which resulted in different themes and subthemes in relation to the purpose of the study as well as to our research- questions. The results show that the role of a Special Educational Needs Coordinator is formed differently, depending on factors such as; governing documents, education, expectations, experiences, personal interests and the current conditions in their individual workplaces. The qualified conversation is written as an umbrella term for the study and the stories about this concept of conversation and the concepts of supervision and consultation, concerning the boundaries, differ between the informants. There is an unclear picture of the definition of the qualified conversation, as well as the perception and interpretation of the concepts of supervision and consultation. It is evident that the Special Educational Needs Coordinator's unclear role has a strong impact on what the informants tell us about supervision and consultation as the role is formed, according to the study, mostly based on the person holding the role. In order to further develop the qualified conversation as a powerful tool in practice, pedagogical guidance focusing on educational development needs to be further discussed. We can also identify a need to ensure the headteacher's knowledge of the assignment, as part of preparing a place for the communication assignment in practice.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A crise contemporânea da medicina e os desafios à educação médica tem sido objeto de um grande debate internacional nas últimas décadas. Dentre estes desafios destacam-se a desumanização da prática, a fragmentação do cuidado médico individual e a desigualdade de acesso a atenção à saúde. Diante deste contexto têm se recomendado inúmeras medidas de mudança da formação médica para superar tais problemas dentre as quais uma maior aproximação desta formação com os sistemas públicos de saúde. A estruturação do Sistema Único de Saúde (SUS) no Brasil, ainda que tardiamente, vem produzindo uma nova agenda de reorientação da formação profissional a partir de programas, do Ministério da Saúde e da Educação, de incentivo à mudança das graduações das profissões da saúde. A Faculdade de Medicina de Botucatu (FMB), com uma longa trajetória de ensino médico na comunidade vem participando dos referidos programas de incentivo à reestruturação do ensino médico. Dentro deste escopo de mudanças foi criado o Programa Interação Universidade-Serviços-Comunidade (IUSC) em 2003. Em seu desenvolvimento estruturou-se como um conjunto de disciplinas dirigidas à graduação em medicina e enfermagem, tendo como cenário de ensino-aprendizagem o território, equipamentos públicos, em especial as unidades básicas de saúde, e instituições comunitárias. As práticas destas disciplinas se desenvolvem orientadas pela metodologia da problematização e pelas concepções da humanização da prática e a integralidade do cuidado. Este estudo tomou como campo a disciplina IUSC III, ministrada aos alunos do 3º ano de graduação médica, que tem como atividade principal a consulta médica supervisionada e orientada pela concepção da “Clínica Ampliada”. Para alcançar seu objetivo de “desenvolver competências e habilidades para a atenção e promoção da saúde da comunidade” a IUSC III tem como estratégias pedagógicas: o vínculo longitudinal, o uso de roteiro de “anamnese ampliada”, discussões de casos com diferentes profissionais dos serviços de saúde e o uso de diário de campo. Esta pesquisa se propõe a reconhecer a prática de professores-tutores e alunos no processo de ensino-aprendizagem da Clínica Ampliada na Atenção Primária à Saúde, mediante estudo etnográfico do cotidiano desta disciplina. O campo desenvolveu-se durante 14 meses por meio de estudo bibliográfico e documental e observação participante com registro em diário de campo dos seguintes momentos: módulo de introdução, atividade de observação e reconhecimento da unidade de saúde pelos alunos, consulta médica supervisionada, reuniões de discussão de casos, supervisão clínica e reuniões da coordenação da disciplina com os professores-tutores. A partir da análise dos diários de campo e do estudo documental e bibliográfico das estratégias pedagógicas da IUSC III elaborou-se uma descrição densa do seu cotidiano, mediante diálogo com o referencial da Clínica Ampliada e estudos do trabalho médico e da Clínica. O estudo mostra a potência das estratégias pedagógicas para o desenvolvimento de um olhar ampliado do aluno sobre as necessidades de saúde dos usuários. Em que pese a significativa receptividade dos alunos a uma disciplina de prática clínica na qual o aluno tem um papel ativo já no terceiro ano, parte deles mostram-se resistentes à produção de narrativas dos encontros clínicos. A experiência da clínica na atenção primária é desafiadora para os alunos, diante de uma demanda que se coloca numa fronteira entre os problemas da vida e o diagnóstico bem definido, a qual se soma a ambiguidade e a incerteza do próprio conhecimento e da prática médica. A análise desta experiência de alunos e professores-tutores com o ensino da Clínica Ampliada na Atenção Primária à Saúde, embora ocupe um pequeno espaço no currículo, mostra-se fértil para a reflexão sobre o ensino médico e possíveis caminhos e estratégias para a mudança da graduação. Palavras-chave: Educação Médica; Atenção Primária à Saúde; Clínica Ampliada; Pesquisa Etnográfica; Estratégias Pedagógicas para o Ensino.
The contemporaneous crisis in the medicine and the challenges to the medical education have been issue for a huge international debate in the last decades. Among those challenges, there are some highlights: practice dehumanization, the individual health care fragmentation and the inequality of access to health care. In the light of this context, it has been recommended several measures to change medical training, in order to overcome such problems, among which, a closer approximation of this training with the public health systems. The structuring of the Unified Health System (SUS) in Brazil, although late, has been producing a new reorientation schedule of professional training from programs of Ministry of Health and Education, of incentives to change the graduations of the health professions. The Faculty of Medicine of Botucatu (FMB), with a long history of medical education in the community has been participating of the before mentioned programs of incentive to the restructuring of medical education. Within this scope of changes, the University-Services-Community Interaction Program (IUSC) was created in 2003. In its development, it was structured like a set of disciplines directed to undergraduation in medicine and nursing, having as teachinglearning scenario the territory, public facilities, especially basic health units, and community institutions. The practices of these disciplines are developed guided by the problematization methodology and by the conceptions of the practice humanization and the integrality of care. This study took as a field the discipline IUSC III, given to the students of the 3rd year of medical undergraduation, whose main activity is supervised medical consultation and guided by the design of the "Expanded Clinic". To achieve its goal of "developing skills and abilities to care for and promote community health" IUSC III has as pedagogical strategies: the longitudinal link, the use of the "extended anamnesis" script, case discussions with different health professionals and the use of field diaries. This research proposes to recognize the practice of professors and students in the teaching-learning process of the Expanded Clinic in Primary Health Care, through an ethnographic study of the daily life of this discipline. The field was developed during 14 months by means of bibliographical and documentary study and participant observation with record in field diary of the following moments: introduction module, observation activity and health unit recognition by the students, supervised medical consultation, case discussion meetings, clinical supervision and coordination meetings of the discipline with the professors. From the analysis of the field diaries and the documentary and bibliographic study of IUSC III pedagogical strategies, a dense description of his daily life was elaborated through dialogue with the framework of the Expanded Clinic and studies of the medical and clinical work. The study shows the power of pedagogical strategies for the development of a broader student’s view about the health needs of the users. Besides the significant receptivity of the students to a discipline of clinical practice in which the student has an active role already in the third year, part of them are resistant to the production of narratives from clinical encounters. The clinical experience in primary care is challenging for students, faced with a demand that is placed on a border between the problems of life and the well-defined diagnosis, Abstract which adds to the ambiguity and uncertainty of knowledge itself and medical practice. The analysis of this experience of students and professors with the teaching of the Expanded Clinic in Primary Health Care, although takes just a little space in the curriculum, it is fertile for reflection on medical teaching and possible paths and strategies for graduation change.
CAPES: 024/2010-40

As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth. This qualitative research project used a broad phenomenological approach in that the methods used were designed to illuminate the process of a pre-service teacher becoming a teacher. Data were gathered over a six month period using semi-structured pre and post interviews, direct observations, video recordings of lessons, audio recordings of video discussion meetings, student questionnaires, and written feedback and reflections. Triangulated data from multiple sources were collated for each case, then open coded and grouped into themes. Cross-case analysis identified patterns in the emerging themes across all three cases, forming the basis for the discussion. This study found that pre-service teachers’ beliefs about the roles of teachers and learners influenced their approach to teaching during their final practicum; their approach to the use of feedback for their own learning; and, their response to pressure during their practicum. Pre-service teacher motivation and capacity to interpret and act on mentor feedback was shaped by the mentoring relationship, which in turn was influenced by mentors’ beliefs about their own role, and their expectations of pre-service teacher capabilities upon arrival. The inclusion of video in a purposeful, reflective process enabled pre-service teachers to relive their experiences and to recall the affective factors that influenced their thoughts and actions as they were brought back into the moment of noticing, reasoning and acting. This decreased pre-service teachers’ reliance on mentor feedback and gave them an opportunity to triangulate evidence about their practice and interpret that evidence in a way that continually refined their understanding of teaching and learning. Importantly, this study found that pre-service teachers’ capacity to adapt practice, and to grow as a teacher, is filtered through an affective lens.

Il nesso tra educare, istruire, formare è un aspetto in cui è centrale il ruolo della complessità. Il passaggio, ad oggi sempre più chiaro, dall’istruzione/educazione alla formazione implica la necessità di prendersi cura del soggetto nella sua unicità e totalità, attraverso una pedagogia che sappia governare questa complessità ineliminabile. Un passaggio che ha portato a far emergere in modo sempre più chiaro il tema della “cura” e del “clinico” in pedagogia. Il presente contributo nasce dall’interesse verso due prospettive pedagogiche che si occupano della “clinica”: quello della pedagogia clinica e quello della clinica della formazione. Le linee progettuali e gli obiettivi generali della ricerca corrispondono ad indagare i nessi, le aree di sovrapposizione e di divergenza tra le due prospettive pedagogiche e le relative professionalità educative. L’ottica a cui si fa riferimento è quella decostruzionista che consente di esplorare le identità delle professionalità educative e addentrarsi nelle loro esperienze concrete. The nexus between educating, instructing and training is an aspect in which the role of complexity is central. The transition, now increasingly evident, from education/education to training implies the need to take care of the subject in its uniqueness and totality through a pedagogy that governs this ineradicable complexity. This passage has led to the increasingly clear emergence of the theme of "care" and "clinical" in pedagogy. The present contribution stems from the interest in two pedagogical perspectives that deal with the "clinical": that of clinical pedagogy and that of clinical education. The research's design lines and general objectives correspond to investigate the connections, areas of overlap and divergence between the two pedagogical perspectives and the related educational professionalism. The perspective referred to is the deconstructionist one that allows one to explore the identities of educational professionalism and delve into their concrete experiences.

A osteopatia é uma das especialidades das medicinas alternativas/não convencionais, desde a sua génese passou por longos períodos de vicissitudes, tanto no âmbito da prática como do ensino. Portugal é um dos países que o seu reconhecimento e regulamentação são muito recentes, estamos num momento, em que, a Agencia de Avaliação e Acreditação do Ensino Superior (A3ES) aprovou o ciclo de estudos, licenciatura em Osteopatia, existindo neste momento Escolas superiores de Saúde e Institutos, com aprovação para desenvolverem essas licenciaturas. Em suma, encontramo-nos num momento, que a supervisão assume um papel crucial na formação dos futuros profissionais. Neste contexto exige-se para o supervisor competências que permitam uma articulação eficaz entre a escola nova e o ambiente profissional existente, com funções igualmente educativas, mediatizadas pela instância de supervisão, assumindo uma dimensão verdadeiramente pedagógica, i.e., educativa. Palavras-chave Supervisão, Pedagogia,
Osteopathy is one of the specialties of alternative/ unconventional medicines. Since it`s origins it has gone through long periods of ups and downs, both in scope of practice and in teaching. Portugal is one of the countries where its recognition and regulation happened very recently with the accreditation by the Agency for the Evaluation and Accreditation for Higher Education (A3ES) of programmes of study in Ostheopahy offered by health colleges and institutes. In the present context supervision plays a crucial role in the training of future professionals. It is thus important that supervisors develop the supervisory skills that allow effective articulation between the new schools and the existing professional environments that also have educational functions and a pedagogical dimension.

Lingvistika je představena v aplikaci na řešení obtíží u lidí s jazykovým hendikepem, kteří se nacházejí ve speciálně pedagogickém prostředí. Ve výzkumu a rehabilitaci jazykových symptomů se nazývá klinickou lingvistikou. Klinická lingvistika kooperuje v multidisciplinárním kontextu s psycholingvistikou a neurolingvistikou. Práce nastiňuje potřebnost klinické lingvistiky také v českém měřítku. Je analyzována diagnóza vývojová anartrie u celoživotně nemluvících lidí s dětskou mozkovou obrnou. Vývojová anartrie je dosti častou diagnózou ve speciálním školství. Vyjevuje se její nedostatečný popis klinickou logopedií a potřeba její analýzy z klinicko-lingvistického hlediska. U vývojové anartrie je odhaleno druhotné narušení jazykových funkcí, sekundární dysfázie. Sekundární dysfázie u vývojové anartrie se manifestuje na všech jazykových rovinách, práce tuto manifestaci ukazuje. Inteligentní lidé s vývojovou anartrií se ocitají v situaci pozdní akvizice mateřského jazyka, který produkčně uchopují pouze ve formě psané řeči. Mají dílčí percepční obtíže. Fatální nemožnost mluvené produkce jim zapříčiňuje subvokální vnitřně řečový deficit. Je diskutován potenciál těchto lidí osvojovat jazyk v procesu pozdní akvizice, diskuze je uvedena v kontextu světového výzkumu o otázkách maturace a kritických period....

Preparing student teachers for constructivist teaching about society in primary grades Michaela Dvořáková Abstract The content of primary social studies could be described as cultural universals - domains of human existence that form part of everybody's experience. Despite that, children do need a skilled instruction helping them to elaborate these topics. We suppose that for the constructivist teachers, deep content knowledge and pedagogic content knowledge is necessary to elaborate and conceptualize children's experiences. In this thesis, we wanted to learn more about the knowledge base of pre-service teachers. To explore the education students' content knowledge and pedagogical content knowledge of social studies topics, we elicited students' concepts related to the topic of family using concept mapping. Then we performed the content analysis of the obtained concepts. We tried to determine whether pre-service teachers rely on their prior knowledge (including misconceptions) of family or whether they use the knowledge gained in social science classes at the high school or at our university. Students do not use their academic knowledge gained in social studies classes spontaneously, but they are able to do when prompted. An important part of pedagogical content knowledge of a social studies teacher are the...

The Master's Thesis is focused on the opinions of students and teachers from clinical schools about pedagogical practices during studying Teacher Training for Primary Schools (I.ST). The aim of this thesis is, based on gained information from primary education teachers and students of The Faculty of Education of the Charles University in Prague, to find out opinions from the subjects, possibly find some suggestions how to improve these practices. The Master's Thesis is divided into theoretical part and practical part. In the theoretical part I give a definition of basic terms related to practices, clinic schools, mentoring and the study of Teacher Training for Primary Schools (I.ST). The main point of the practical part is quantity research represented by questionnaire which concludes open-ended and close- ended questions. At the end is a summary and evaluation of my Master's Thesis. KEYWORDS Pedagogical practice, clinic school, practice teacher, mentoring, questionnair

Behaviour disorders are beside adequate behaviour in the certain age and in the certain social-cultural surrounding. An individual with behaviour disorders counteracts particular behaviour standards (moral or legal rules). Causes can be innate (hereditary), which are less serious, or as a result of upbringing (impact of people of the same age, family, gangs), when a young man in such a way emulates his or her surrounding. Behaviour disturbances can be generally characterized as a deviation in the area of socialization, when an individual is not able to respect the common standards of behaviour on the level corresponding his age.

This thesis deals with children with impaired communication ability who are educated in regular kindergarden we use preschool also. The implementation of the research was selected as the research sample of 5 children with impaired communication abilities, specifically impaired developmental dysphasia. The theoretical part deals with the classification of impaired communication skills and the definition of developmental dysphasia. Comprehensively deals with the integration and education of children with ICA in regular kindergardens, preschool teacher quality and its role in the development of a child with ICA, focused on the development of children with developmental dysphasia. It also monitors the cooperation of kindergarden, parents and experts in the form of a speech therapist, workers SPC and PPC workers. The purpose of the research is based on interviews with parents, teachers, teacher assistants and direct short-term observation of the research sample in the form of 5 children with developmental dysphasia, who are educated in regular kindergarden to explore the learning process of a child with developmental dysphasia in regular kindergarden and map risks and benefits affecting his education.