Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-17T11:55:47Z No. of bitstreams: 1 Róger Seiji Itokazu.pdf: 1933580 bytes, checksum: 663f334ec4a5063b4320acf10cb8ddea (MD5) / Made available in DSpace on 2017-03-17T11:55:47Z (GMT). No. of bitstreams: 1 Róger Seiji Itokazu.pdf: 1933580 bytes, checksum: 663f334ec4a5063b4320acf10cb8ddea (MD5) Previous issue date: 2017-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Only 10% of the world's cities are considered Global Cities, able to receive and to promote the global financial capital, among them the City of São Paulo (SHIFFER, 1997). However, São Paulo became the largest holder in the number of people living in subnormal clusters, such as favelas and occupations, according to IBGE (2010). Along with this process, we have in the poor regions of the city, material segregation and political, cultural and police control - expressed, among other forms, by stigma, assistentialism with civil society organizations and murders of young peoples. On the other hand, in these same territories there are forms of resistance to the hegemonic model, through the arts, in which new social arrangements have transformed spaces and local sociability, allowing the meeting between the Ethic, the Politic, and the Affection with the same goal, the sentiment of Common. Among the popular and artistic manifestations, include the Coletivo Dolores Boca Aberta Mecatrônica de Artes, founded 15 years ago, in the eastern zone of São Paulo. This Coletivo realize an aesthetic that relates directly to the spaces they occupy (in their headquarters and in other parts of the city) and the political proposal based on the class struggle. For this reason, this dissertation jointly built to this Coletivo, through Participatory Action Research, the objectives of: a) systematizing and analyzing the 'Mutirão Theater' and its Workshop, highlighting its theoretical and methodological assumptions; And b) to conduct a dialogue between the Mutirão Theater with the work Psychology of Art (VIGOTSKI, 2006) and studies on Brecht. Therefore, we can see that the way in which the Coletivo Dolores acts, particularly through the 'Mutirão Theater', stands out from various cultural manifestations, because its action directly on the contradictions of the modes of production, its alliance with social movements, and its insert the affections into the work of art. We can consider them as 'organic intellectuals', because 'being\together' with the people, they capture social contradictions and can organize them into a class struggle (GRAMSCI, apud CHAUÍ, 1984). Such an anti-hegemonic movement acquires even greater transforming power by acting on the popular affections, feelings and consciousness, materializing them creatively in a work of art. That is, the conception of art as "Social Technique of Emotions" (VIGOTSKI, 2006). We conclude that such an organizational and aesthetic proposition of the Coletivo Dolores, of a popular and revolutionary character, indicates important elements and contradictions for the configuration of the "Common" (NEGRI, 2010) that strengthens the organization in the class struggle in which equality, freedom and solidarity are conditions (re) created daily for a new future / Apenas 10% das cidades mundiais são consideradas Cidades Globais, capazes de acolher e fomentar o capital financeiro mundial, dentre elas a Cidade de São Paulo. (SHIFFER, 1997) Contudo, São Paulo se tornou o maior detentor no número de pessoas morando em aglomerados subnormais, como favelas e ocupações, segundo o IBGE (2010). Aliado a este processo, temos nas regiões pobres da cidade, a segregação material e o controle político, cultural e policial – expressas dentre outras formas, pelo estigma, o assistencialismo aliado as Organizações Sociais Civis e chacinas de jovens. Por outro lado, nestes mesmos territórios há formas de resistências ao modelo hegemônico, no âmbito das artes, em que novos arranjos sociais têm transformado os espaços e a sociabilidade local, possibilitando que a Ética, a Política, e os Afetos retomem seu entrelaçamento visando um bem comum. Dentre as manifestações populares e artísticas destaca-se o Coletivo Dolores Boca Aberta Mecatrônica de Artes, fundado há 15 anos, na zona leste de São Paulo. Este Coletivo estabelece uma estética que se relaciona diretamente com os espaços que ocupam (na sua sede e em outros pontos da cidade) e a proposta política pautada na luta de classes. Por essa razão, essa dissertação construiu conjuntamente a este Coletivo, por meio da Pesquisa Ação Participante, os objetivos de: a) sistematizar e analisar o ‘Teatro Mutirão’ e sua Oficina, destacando seus pressupostos teóricos e metodológicos; e b) realizar diálogo entre o Teatro Mutirão com a obra Psicologia da Arte (VIGOTSKI, 2006) e estudos sobre Brecht. Logo, percebemos que a forma com que atua o Coletivo Dolores, em particular através do ‘Teatro Mutirão’, destaca-se de diversas manifestações culturais devido a sua atuação direta sobre as contradições dos modos de produção - na produção estética, na forma organizativa do próprio grupo, na auto-gestão do espaço público - sua aliança aos movimentos sociais, e a materialização dos afetos em obra. Ademais, podemos considerá-los enquanto ‘intelectuais orgânicos’, pois pelo fato de ‘serem do/estarem junto’ ao povo, captam as contradições sociais, podendo organizá-las em luta de classes (GRAMSCI, apud CHAUÍ, 1984). Ademais, tal movimento contra hegemônico adquire ainda maior potência transformadora ao atuarem sobre os afetos, sentimentos e consciência populares, materializando-os de modo criativo em obra de arte. Ou seja, a concepção da arte enquanto “Técnica Social das Emoções” (VIGOTSKI, 2006). Concluímos que tal proposição organizativa e estética do Coletivo Dolores, de caráter popular e cunho revolucionário, indica elementos e contradições importantes para a configuração do “Comum” (NEGRI, 2010) que fortalece a organização na luta de classes em que a igualdade, a liberdade e a solidariedade são condições (re) criadas cotidianamente para um novo porvir

Made available in DSpace on 2016-04-25T20:23:05Z (GMT). No. of bitstreams: 1 Edileusa Regina Pena da Silva.pdf: 5208771 bytes, checksum: 25d7cd918f05fba4e13f26d44cf19b9e (MD5) Previous issue date: 2010-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / First of all, this Thesis follows a well-defined direction: to explain some structures, organizations and gears of the modern on line Social Communication, while addressing the components of love and affection that should never be absent from such processes, as essential requirements for the cognitive-evolutionary process of humans, especially in a postmodern society also emotionally affected by Information Technology. As result of the analysis of Brazilian blogosphere, it was revealed that the affective connections between people not only allows the exchange of information, knowledge, and experience, but above all emotions, affections, daily concerns, and a difuse human feeling beyond the barriers of space, time and format. Guided by the pillars of sociability and connective affection, our work starts from the premise that knowledge, combined with affection, can generate new visions of the world. It will also contribute to open minds and reformate thoughts, making us learn how to learn and interact with the New Communication and Information Technologies (NCIT's), always taking into account a real possibility of formation of subjects and proactive, inter-active participants on their own personal development, with priority issues that affect their community, their region, their nation. Thus, after analyzing the contents of six blogs in Brazilian blogosphere, we concluded, among other things, that man is capable of improving cognitive-intellectual abilities in favor of human, emotional, and educational growth. For reach these goals, however, we must find the means and the right conditions, in addition to learning how to share all this in a way humanly beneficial to all. One of the resolutions of one of the great enigmas of the Information Society by itself difficult to conceptualize adequately, even from its own denomination, which for some is post-modernity, and for other ones hypermodernity we might learn again to live together in social groups, developing feelings of connection with other people, a connection long ago lost in individualism (that now seems never to have existed!). This is, of course, the biggest challenge: (re)build the knowledge, and the wisdom, based on the taste for affection and brotherly love, in the midst of multiple social networks / Esta tese segue, antes de tudo, direção bem definida: explicar algumas estruturas, organizações e engrenagens da moderna Comunicação Social on line, sem deixar de abordar os componentes de amor e de afetividade que nunca devem estar ausentes de tais processos, como lubrificantes essenciais para o processo cognitivoevolutivo do ser humano, especialmente numa sociedade pós-moderna também emocionalmente afetada pela Tecnologia da Informação. Isto porque, no decorrer da análise da blogosfera brasileira, foi possível perceber que a afetividade nas conexões entre as pessoas permite não apenas a troca de informações, conhecimentos e experiências, mas, sobretudo, de emoções, de afetos, de inquietações e de um sentimento difusamente humano que ultrapassa as barreiras de espaço, do tempo e da materialização. Pautada nos pilares da sociabilidade e da afetividade conectiva, nosso trabalho parte da premissa de que o conhecimento, aliado à afetividade, pode gerar novas visões de mundo. Produzirá também a abertura de mentalidades e a reformatação de pensamentos, fazendo-nos aprender a aprender e interagir com as Novas Tecnologias da Comunicação e da Informação (NTCI´s) levando sempre em conta uma real possibilidade de formação de sujeitos proativos interrelacionados e ativos participantes de seu próprio desenvolvimento pessoal e das questões prioritárias que afetam sua comunidade, sua região, sua nação. Assim, depois de se analisar o conteúdo de seis blogs da blogosfera brasileira, conclui-se, entre outras coisas, que o ser humano é capaz de aperfeiçoar habilidades cognitivo-intelectuais favoráveis ao seu crescimento humano, emocional e educacional. Para que isto ocorra, no entanto, é necessário encontrar os meios e as condições adequadas, além do aprendizado de como compartilhar tudo isto de uma maneira humanamente vantajosa para todos. Uma das resoluções de um dos grandes enigmas desta Sociedade da Informação difícil de conceituar adequadamente até mesmo a partir de sua própria denominação, que para uns é a pós-modernidade e, para outros, a hipermodernidade talvez seja reaprender a convivência em grupos sociais, desenvolvendo sentimentos de ligação com o(s) outro(s), perdido(s) num individualismo que hoje aparenta nunca haver existido. Será este, certamente, o maior desafio: (re)construir o Saber ao sabor do afeto e do amor fraterno, em meio às múltiplas redes sociais

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-08-08T12:28:10Z No. of bitstreams: 1 DanielaLuciaSalazarDutraDissertacao2018.pdf: 3499166 bytes, checksum: 8b8ec8eb63bbc6f8735cd18d52ee20e9 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-08-08T12:28:19Z (GMT) No. of bitstreams: 1 DanielaLuciaSalazarDutraDissertacao2018.pdf: 3499166 bytes, checksum: 8b8ec8eb63bbc6f8735cd18d52ee20e9 (MD5) / Made available in DSpace on 2018-08-08T12:28:19Z (GMT). No. of bitstreams: 1 DanielaLuciaSalazarDutraDissertacao2018.pdf: 3499166 bytes, checksum: 8b8ec8eb63bbc6f8735cd18d52ee20e9 (MD5) Previous issue date: 2018-04-18 / This research aimed to study the interpersonal and affective relations of the deaf adolescent. This is a qualitative study using the technique of content analysis. The participants were eight deaf adolescents, enrolled in a public school in the Federal District. The data were collected through the field diary; of five observations of two hours each, one per day in the classroom; by the semi-structured individual interview in Libras and filmed. Data analysis was carried out with the help of two programs: Elan, which allows the transcription of video in sign language into Portuguese and MAXQDA to categorize and interpret the data based on the content analysis stages according to Bardin (2011). The categories have been renamed: School organization, which presents two subcategories Contributes to the development of interpersonal relationships and Non-contributes to the development of interpersonal relationships. This first category addressed all the aspects that provide the development of the relationships researched and associated with school organization such as proficiency in Pounds, separate intervals, disregard for the opinion of deaf students, and direct lessons in Pounds. Affectivity, which is the second category, pointed the opinions of deaf adolescents about the aspects considered important for the development of affectivity such as intimacy, friendship, exchange of experiences among others. Interpersonal relations, which presents four deaf and non-deaf, deaf and deaf subcategories; Deaf and Teacher, Deaf and Other Officials. In this third category are named aspects that are associated with each type of relationship and what kind of people are involved. For each relationship, different aspects such as daily contact, touch, confidence, demonstration of affection or disaffection, emotions and communication (communication barrier) were presented. The results point to some aspects that contribute, within the school organization, to the development of interpersonal relations, namely: direct classes in the language of instruction - the Libras; classroom layout because it allows the deaf student to follow everything that happens in the classroom. The study demonstrates that for the development of interpersonal and affective relationships it is necessary to acquire trust, intimacy, friendship, daily contact, communication in Pounds or by written Portuguese and demonstration of emotions, as an example embracing as good and exteriorizing the thought of feeling missing. / Esta pesquisa buscou estudar as relações interpessoais e afetivas do adolescente surdo. Trata-se de um estudo qualitativo utilizando a técnica da análise de conteúdo. Os participantes foram oito adolescentes surdos, matriculados em escola pública do Distrito Federal. Os dados foram coletados por meio do diário de campo; de cinco observações de duas horas cada, uma por dia em sala de aula; pela entrevista individual semiestruturada em Libras e filmada. A análise dos dados realizou-se com o auxílio de dois programas: Elan, que permite a transcrição de vídeos em língua de sinais para o português e MAXQDA para categorizar e interpretar os dados com base nas etapas de análise de conteúdo segundo Bardin (2011). As categorias foram renomeadas: Organização escolar, que apresenta duas subcategorias Contribui para o desenvolvimento das relações interpessoais e Não- contribui para o desenvolvimento das relações interpessoais. Essa primeira categoria abordou todos os aspectos que proporcionam o desenvolvimento das relações pesquisadas e que estão associados à organização escolar como a proficiência em Libras, os intervalos separados, o descaso com a opinião dos estudantes surdos e as aulas direto em Libras. Afetividade, que é a segunda categoria apontou as opiniões dos adolescentes surdos sobre os aspectos considerados importantes para o desenvolvimento da afetividade como a intimidade, a amizade, a troca de experiências dentre outros. Relações interpessoais, que apresenta quatro subcategorias Surdos e Não Surdos, Surdos e Surdos; Surdos e Professores, Surdos e Demais Funcionários. Nessa terceira categoria nomearam-se aspectos que estão associados a cada tipo de relação e que tipo de pessoas estão envolvidas. Para cada relação foram apresentados aspectos diferentes como contato diário, toque, confiança, demonstração de afeto ou desafeto, emoções e comunicação (barreira comunicacional). Os resultados apontam alguns aspectos que contribuem, dentro da organização escolar, para o desenvolvimento das relações interpessoais, a saber: aulas direto na língua de instrução – a Libras; layout da sala de aula, porque permite que o estudante surdo acompanhe tudo o que acontece em sala de aula. O estudo demonstra que para o desenvolvimento das relações interpessoais e afetivas é necessário adquirir confiança, intimidade, amizade, contato diário, comunicação em Libras ou pelo português-escrito e demonstração das emoções, como exemplo abraço como algo bom e que exterioriza o pensamento do sentimento saudade.

Made available in DSpace on 2016-04-26T14:58:00Z (GMT). No. of bitstreams: 1 Edileusa Regina Pena da Silva.pdf: 5208771 bytes, checksum: 25d7cd918f05fba4e13f26d44cf19b9e (MD5) Previous issue date: 2010-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / First of all, this Thesis follows a well-defined direction: to explain some structures, organizations and gears of the modern on line Social Communication, while addressing the components of love and affection that should never be absent from such processes, as essential requirements for the cognitive-evolutionary process of humans, especially in a postmodern society also emotionally affected by Information Technology. As result of the analysis of Brazilian blogosphere, it was revealed that the affective connections between people not only allows the exchange of information, knowledge, and experience, but above all emotions, affections, daily concerns, and a difuse human feeling beyond the barriers of space, time and format. Guided by the pillars of sociability and connective affection, our work starts from the premise that knowledge, combined with affection, can generate new visions of the world. It will also contribute to open minds and reformate thoughts, making us learn how to learn and interact with the New Communication and Information Technologies (NCIT's), always taking into account a real possibility of formation of subjects and proactive, inter-active participants on their own personal development, with priority issues that affect their community, their region, their nation. Thus, after analyzing the contents of six blogs in Brazilian blogosphere, we concluded, among other things, that man is capable of improving cognitive-intellectual abilities in favor of human, emotional, and educational growth. For reach these goals, however, we must find the means and the right conditions, in addition to learning how to share all this in a way humanly beneficial to all. One of the resolutions of one of the great enigmas of the Information Society by itself difficult to conceptualize adequately, even from its own denomination, which for some is post-modernity, and for other ones hypermodernity we might learn again to live together in social groups, developing feelings of connection with other people, a connection long ago lost in individualism (that now seems never to have existed!). This is, of course, the biggest challenge: (re)build the knowledge, and the wisdom, based on the taste for affection and brotherly love, in the midst of multiple social networks / Esta tese segue, antes de tudo, direção bem definida: explicar algumas estruturas, organizações e engrenagens da moderna Comunicação Social on line, sem deixar de abordar os componentes de amor e de afetividade que nunca devem estar ausentes de tais processos, como lubrificantes essenciais para o processo cognitivoevolutivo do ser humano, especialmente numa sociedade pós-moderna também emocionalmente afetada pela Tecnologia da Informação. Isto porque, no decorrer da análise da blogosfera brasileira, foi possível perceber que a afetividade nas conexões entre as pessoas permite não apenas a troca de informações, conhecimentos e experiências, mas, sobretudo, de emoções, de afetos, de inquietações e de um sentimento difusamente humano que ultrapassa as barreiras de espaço, do tempo e da materialização. Pautada nos pilares da sociabilidade e da afetividade conectiva, nosso trabalho parte da premissa de que o conhecimento, aliado à afetividade, pode gerar novas visões de mundo. Produzirá também a abertura de mentalidades e a reformatação de pensamentos, fazendo-nos aprender a aprender e interagir com as Novas Tecnologias da Comunicação e da Informação (NTCI´s) levando sempre em conta uma real possibilidade de formação de sujeitos proativos interrelacionados e ativos participantes de seu próprio desenvolvimento pessoal e das questões prioritárias que afetam sua comunidade, sua região, sua nação. Assim, depois de se analisar o conteúdo de seis blogs da blogosfera brasileira, conclui-se, entre outras coisas, que o ser humano é capaz de aperfeiçoar habilidades cognitivo-intelectuais favoráveis ao seu crescimento humano, emocional e educacional. Para que isto ocorra, no entanto, é necessário encontrar os meios e as condições adequadas, além do aprendizado de como compartilhar tudo isto de uma maneira humanamente vantajosa para todos. Uma das resoluções de um dos grandes enigmas desta Sociedade da Informação difícil de conceituar adequadamente até mesmo a partir de sua própria denominação, que para uns é a pós-modernidade e, para outros, a hipermodernidade talvez seja reaprender a convivência em grupos sociais, desenvolvendo sentimentos de ligação com o(s) outro(s), perdido(s) num individualismo que hoje aparenta nunca haver existido. Será este, certamente, o maior desafio: (re)construir o Saber ao sabor do afeto e do amor fraterno, em meio às múltiplas redes sociais

A pesquisa tem por objetivo identificar processos de desenvolvimento de estruturas de conhecimento em experiências de estudantes de teatro, quando viabilizado como componente curricular na Educação Básica. O estudo pauta-se na teoria de Piaget e nas pedagogias de Viola Spolin e Augusto Boal. Na perspectiva da Epistemologia Genética, o processo de desenvolvimento da inteligência é abordado na interdependência entre afetividade e cognição, e o conhecimento, é fator privilegiado pela interação entre sujeitos. A partir da ênfase em aspectos interacionais sociais, é traçada uma aproximação entre os conceitos de conhecimento e alteridade. É realizada uma análise de experiências discentes, através do conceito piagetiano de afetividade, apoiado em sua teoria do desenvolvimento moral. Impressões e vivências dos estudantes de teatro na Escola Pública foram coletados a partir de um experimento de ensino viabilizado neste contexto, através de relatos e registros discentes produzidos a partir de atividades teatrais desenvolvidas nas aulas do componente curricular Arte no Colégio Estadual de Ensino Médio Padre Rambo, em Porto Alegre, no ano de 2015. Processos de desenvolvimento são identificados à passagem dos sentimentos interindividuais aos sentimentos sociais e ao surgimento de conflitos entre caracteres de estádios iniciais e avançados do desenvolvimento moral. Através de evidências de estímulos da atividade teatral a esses processos, são reconhecidas contribuições do estudo de teatro para o desenvolvimento das estruturas de conhecimento dos sujeitos de forma abrangente, tanto no aspecto afetivo como no cognitivo. / This research has the goal of evidenciate contribuitions of the study in theater to the development of knowledge structures of the subjects, when available in a regular discipline in Basic Education, with basis on Piaget’s theory and Viola Spolin’s and Augusto Boal’s pedagogy conceptions. In the perspective of Genetic Epistemology, the process of intelligence development is taken by the interdependence between affection and cognition, and knowledge, as a factor privileged by the interaction between subjects. By this enfasis in social interacional aspects, an aproximation is set between the concepts of knowledge and Otherness. An analisis of students experiences is made trough the piagetian concept of Afection, supported by his Moral Development theory. Impressions of theater students in Public School where collected in an experiment of education set in this specific context, using testimonials and registrations produced by the students from the activities developed in drama classes, inside de discipline Arts, in Colégio Estadual de Ensino Médio Padre Rambo, in Porto Alegre, in 2015. Development processes are recognized in the passage of interindividual fellings to social feelings as in the emerging of conflicts between carachteristics of inicial and advanced fases of Moral Development. This way, in the evidence of stimulation caused by theater activities to this processes, contributions of theater study for the development of knowledge structures are recognized in a general way, so as in affection as in cognition.

The study aimed to develop a theory of the possible links between voice-hearing and self-harm. Twelve semi-structured interviews were conducted with participants living in the community and in a secure forensic setting. All participants had experience of both voice-hearing and self-harm. A grounded theory of possible links was developed from participants’ accounts of their experiences. All participants described self-harm as way of coping with negative voices and of regulating painful emotions. Some described it as a response to a fear of judgement from others, as a form of control or as a means of seeking help. The results suggest that there are numerous links between voice-hearing and self-harm. Predominantly, self-harm seems to function as a way to cope with individual voice-hearing experience. Help should focus on triggers to distress and ways to cope. Training for healthcare staff could usefully be provided by service users, focusing on the importance of being non-judgemental. Future research could examine tactile and visual experiences in relation to self-harm too, clinician perspectives on the links between voice-hearing and self-harm, and service user perspectives on the emotional availability of clinicians.

Research has found that threat related attentional biases towards novel animals can be induced in children by giving threat information about the animals. Naturally occurring (i.e. non-induced) threat related attentional biases have also been found in both children and adults in the past research. The naturally occurring threat stimuli mainly include phobia stimuli and the threat stimuli that are assumed to have evolutionary roots (e.g., threatening facial expressions, and poisonous animals). In the present research, induced and naturally occurring threat related attentional biases were investigated and contrasted in children and adults. The participants' manual RTs and eye movements were measured in five experiments using the visual search paradigm to examine the attentional biases. The participating children, regardless of their trait anxiety scores, showed attentional bias toward angry faces as indexed by RT and eye movement measures. In the second and third experiments, children acquired fear of novel animals by listening to threat information about them. They later showed attentional bias to the newly feared stimuli: the presence of the animal's images interfered with detecting an irrelevant target, and the animal's images were detected faster than the control stimuli when presented as hidden targets in naturalistic scenes. In the fourth and fifth experiments, no enhancement of attentional bias towards fear-relevant stimuli due to receiving threat information was evident, as no difference was found between the threat information and the no information snake stimuli in terms of attention deployment measures. Strong evidence of naturally occurring attentional bias toward snake stimuli, however, was found in both RTs and overt attention indices. Overall, the RT data provided more robust evidence than the eye movement data in support of the predicted threat related attentional biases. It was argued that attentional biases to fear stimuli might have different levels which develop over time, with fast threat processing (indexed by faster RTs) appearing soon after the fear is acquired.

Sleep in children is important for the functioning of a range of cognitive processes, including memory, attention, arousal, executive functioning, and the processing of emotional experiences. This, in addition to the high comorbidity between sleep problems and anxiety, may suggest that sleep plays a role in the cognitive and behavioural processes associated with childhood anxiety. Although a body of research exists which considers the associations between sleep problems and anxiety, there is currently little research evidence available for the effect of children's sleepiness on anxiety, or for the effect of childhood sleep problems or sleepiness on anxiety related processes. To address this, this thesis begins with a meta-analysis exploring the efficacy of transdiagnostic cognitive-behavioural therapy (CBT) for the treatment of childhood anxiety (Paper 1). CBT is generally the treatment of choice for childhood anxiety, and targets the processes that the subsequent papers in this thesis consider in relation to children's sleepiness and sleep problems. Papers two to five consider the effect of sleepiness on a range of cognitive and behavioural processes, including vicariously learning and unlearning fear (Paper 2), ambiguity resolution (Paper 3), emotion recognition (Paper 4), and habituation and avoidance (Paper 5). The final paper considers sleep problems in relation to a CBT intervention for childhood anxiety (Paper 6). Overall, while sleep problems and usual sleepiness were found to be associated with childhood anxiety, current sleepiness was not. On the other hand, sleepiness (usual and current), and reduced sleep, affected children's behavioural processes when exposed to anxiety provoking stimuli, but were not found to affect children's anxietyrelated cognitive processes. Sleep problems interacted with vicarious learning processes, but not with ambiguity resolution or emotion recognition processes, or with change in anxiety symptoms following a CBT intervention for childhood anxiety. Implications for treatment and future research directions are discussed.

In fact, as far as I know, linguists and philosophers of language have never really looked at the universal language. Instead, they frame a “universal language” that is based on the premise of the majoritarian languages. One approach, traditional linguistics, often goes from signs (lexical signs), phonology, and syntax and is based on phonocentric framing, i.e., sound is the basis of their theoretical frames. The other approach, cognitive linguistics, is based on spatiality and embodied figures in mental space. Cognitive linguists (Leonard Talmy, for example) believe that the objects of spoken languages or signed languages are mainly created from natural perception and mental spaces. However, natural perception and mental spaces are in turn shaped, formed, and modified by sensorimotor perception and the movement of thought. Would it not be better to derive from them directly so that we can gain an understanding of how a language is created from the human body? We could also gain an understanding of the relationship between perception, thought, and the utterable of languages. The ontological benefit is that signed languages are closer to "raw" thought, perception, and the universal language than spoken languages. Sign language poetry, for example, is close to the universal language. Therefore, as opposed to spoken languages, signed languages are based on the movement of thinking outside the body. We can thus reveal the pure language or the universal language. The essay question: Is the “mobile” part of sign languages (åtbördsspråket) and gestures (åtbörder) appropriate as a model for constructing a general definition of all languages? I apply Gilles Deleuze's philosophy, especially his pure semiotics, perception, and the theory of movement, to construct this universal language.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-01-17T10:25:41Z No. of bitstreams: 2 Dissertação - Layla Karoline Tito Alves Rocha - 2015.pdf: 1577455 bytes, checksum: c81acf8750dbe8f730680f70bbd963ee (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-17T11:18:07Z (GMT) No. of bitstreams: 2 Dissertação - Layla Karoline Tito Alves Rocha - 2015.pdf: 1577455 bytes, checksum: c81acf8750dbe8f730680f70bbd963ee (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-17T11:18:07Z (GMT). No. of bitstreams: 2 Dissertação - Layla Karoline Tito Alves Rocha - 2015.pdf: 1577455 bytes, checksum: c81acf8750dbe8f730680f70bbd963ee (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-09-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Socio-affetive relation are important for the construction of the teacher-student relationship and exhibit relevant contributions for the learning-teaching process. The Programa Institucional de Bolsa de Iniciação à Docência (PIBID) was our reserach field to try to understand those relationships built in the school context and what the implicatiions on the formation of those teacher are. Under the affection perspective presented by Henri Wallon we analyzed data colected from: an optional discipline of Experimental Science, scholarhsip awarded students that taught the course and the professor that supervised the school. Foloowing the assumptions of the Discursive Textual Analysis for the data analysis we obtained two categories, being The construction of the professor-student relationship that aims to understand the particularities of the relationship built between scholarship awarded students and the course's students, and The Initial Formation and Continued Formation, affective interactions on the formation of teachers that observerd the built relationship between the scholarship awarded student and the supervisor. / As relação socioafetivas são importantes para a construção da relação professor aluno e apresentam relevantes contribuições para o processo ensino aprendizagem. O Programa Institucional de Bolsa de Iniciação à Docência (PIBID) como programa de formação de professores foi nosso campo de pesquisa para buscar compreender essas relações constituídas no âmbito escolar e quais as implicações na formação desses professores. Na perspectiva da afetividade apresentada por Henri Wallon foram analisados dados coletados com os alunos de uma disciplina optativa de Ciência Experimental, com os bolsistas do programa que ministravam a disciplina e com a professora supervisora da escola. Seguindo os pressupostos da Análise Textual Discursiva para análise dos dados obtivemos duas categorias a primeira, a Construção da relação professor-aluno que visa compreender as particularidades da relação constituída entre bolsistas e alunos e, ao final a subcategoria Formação inicial e formação continuada: entrelaces afetivos na formação de professores que observou a relação construída entre bolsista e professora supervirosa.