Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-09T12:16:53Z No. of bitstreams: 1 Ana Lúcia Pereira.pdf: 3409625 bytes, checksum: 7d4a7db972a423a17a6ccb94cf14d43e (MD5) / Made available in DSpace on 2017-10-09T12:16:53Z (GMT). No. of bitstreams: 1 Ana Lúcia Pereira.pdf: 3409625 bytes, checksum: 7d4a7db972a423a17a6ccb94cf14d43e (MD5) Previous issue date: 2017-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study was motivated by great concern of this researcher, who, after six years working as a college professor in classroom courses, had to face the challenge of teaching in distance learning (EaD). The core of such concern was on facing challenges in order that the established interactions with the students through virtual learning environments (AVA) could promote teaching and learning processes. The general objective of the present study was to “ascertain distance learning Pedagogy students’ perception on the role of affectivity in the interactions developed throughout the course”, and it was guided by the following research question: How is affectivity developed in a distance learning Pedagogy course, according to the students’ perception? The students who participated in the research attended a distance learning Pedagogy course in a large private institution, and a professor from the same institution participated as well. We chose the qualitative research approach and the theory of Wallonian Psychogenetics to support the data analysis. The collection of data followed three steps: (1) distribution of questionnaires to Pedagogy students in distance learning, which resulted in 134 answers; (2) semistructured interviews with eight students from the group that answered the questionnaire; (3) semistructured interview with the professor. We used techniques of Descriptive Statistics to analyse the data collected through the questionnaire. In order to analyse the interviews, we were inspired by prose analysis, proposed by André (1983). The analysis allowed us to realize that affectivity had been present since the moment the students chose Pedagogy course and distance learning, and throughout the course, it went on guiding the relationships established with professors, tutors, course mates, as well as with the course, the University and themselves. Among the feelings of positive nuances that they related, we highlight admiration, affection, appreciation, calmness, enthusiasm, happiness, gratitude, satisfaction and security. Among the feelings of negative nuances, which were mostly concerned to the University, we highlight anguish, regret, disappointment, frustration, insecurity and worry. Among the main results, we point out that the students’ feelings towards the professors are related to their own way to tape the videoclasses, which, in some cases, appeared as an important factor to level interest and motivation towards the subjects. Therefore, as to the professors, we can say that, according to the interviewed students, the feeling of affectivity arose from the videoclasses. Despite some criticism, in general, the students were optimistic about their course and the support they received in order to work as teachers in the future. They related feelings such as hope, happiness, pleasure and pride / Este estudo foi motivado pela inquietação da pesquisadora, que, após seis anos atuando como professora universitária em cursos presenciais, viu-se diante do desafio de exercer a docência também na modalidade a distância (EaD). O cerne dessa inquietação se concentrava nos desafios a serem enfrentados para que as interações estabelecidas com os estudantes por intermédio dos ambientes virtuais de aprendizagem (AVA) pudessem favorecer os processos de ensino e aprendizagem. O estudo teve como objetivo geral “averiguar a percepção de estudantes de Pedagogia na modalidade a distância a respeito do papel da afetividade nas interações estabelecidas no decorrer do curso”, e norteou-se a partir da seguinte questão de pesquisa: Como se dá a afetividade no curso de Pedagogia ministrado a distância, segundo a percepção dos discentes? Participaram da pesquisa estudantes que cursavam Pedagogia na modalidade a distância em uma universidade superior privada, de grande porte, e um professor dessa mesma instituição. Optamos pela abordagem de pesquisa qualitativa e a Psicogenética Walloniana foi a teoria escolhida para subsidiar a análise dos dados. A coleta de dados ocorreu em três etapas: (1) distribuição de questionários para estudantes de Pedagogia na modalidade EaD, resultando em 134 respostas; (2) entrevistas semiestruturadas com oito estudantes oriundos do grupo que respondeu o questionário; (3) entrevista semiestruturada com o professor. Para a análise dos dados coletados por meio do questionário, foram utilizadas técnicas de Estatística Descritiva. Para analisarmos as entrevistas, inspiramo-nos na análise de prosa, proposta por André (1983). A análise nos permitiu constatar que a afetividade esteve presente desde a escolha dos estudantes pela Pedagogia e pela EaD, continuando, no decorrer do curso, a permear os relacionamentos estabelecidos com os professores, os tutores e os colegas, e também em relação ao curso, à Universidade e a si mesmos. Dentre os sentimentos de nuances positivas que emergiram dos relatos, destacam-se: admiração, afeição, apreço, calma, entusiasmo, felicidade, gratidão, satisfação e segurança. Dentre os sentimentos de nuances negativas, que apareceram de maneira mais expressiva em relação à Universidade, destacam-se: angústia, arrependimento, decepção, frustração, insegurança e preocupação. Dentre os principais resultados, evidenciou-se que os sentimentos dos estudantes em relação aos professores guardam relação com o estilo que cada um imprime na gravação das videoaulas, o que, em alguns relatos, apareceu como fator importante para os graus de interesse e motivação pelas disciplinas. Dessa forma, quanto aos professores, podemos dizer que, no caso de nossos entrevistados, a afetividade, que ganha expressão por meio dos sentimentos, deu-se por intermédio das videoaulas. A despeito de algumas críticas, de maneira geral, os estudantes se mostraram otimistas em relação à formação recebida e ao subsídio que esta forneceu para a atuação futura como professores. A esse respeito, foram nomeados sentimentos, como: esperança, felicidade, prazer e orgulho

While the cognitive disturbances that frequently follow severe TBI are relatively well understood, the ways in which these affect the psychosocial functioning of people with TBI are yet to be determined and have thus received little attention in treatment research. Growing evidence indicates that that a significant proportion of individuals with TBI demonstrate deficits in the perception of affective information from the face, voice, bodily movement and posture. As accurate evaluation of emotion in others is critical for the successful negotiation of social interactions, effective treatments are necessary. Until recently, however, there have been no rehabilitation efforts in this area with TBI groups. The present research aims to redress this absence. The literature on emotion perception deficits in TBI is examined, and a theoretical rationale for intervention is presented. Several lines of research are reviewed which suggest that rehabilitation targeting such deficits is tenable. These include research on emotion perception remediation with other cognitively impaired populations, findings from cognitive neuroscience suggesting the potential for neuronal restoration after brain damage, and the successful applications of remediation techniques, in particular errorless learning and self-instruction, for treating other cognitive deficits in a range of neurological disorders and TBI. Discussion of this research is followed by a description of two randomised controlled trials aimed at improving emotion perception in individuals with TBI. The findings are discussed with reference to useful theoretical models of rehabilitation, learning and emotion perception. Suggestions for future directions of research are outlined together with relevant design issues.

Although age-related differences in the correspondence bias are often attributed to cognitive decline, the present study found that age-related differences in the correspondence bias were differentially influenced by the participants mood states. Young and older participants completed an attitude-attribution task after having been induced to experience a positive, neutral, or negative mood. Whereas older adults demonstrated the correspondence bias more strongly in the negative mood condition relative to the positive mood condition, young adults exhibited the exact opposite pattern of results. Interestingly, the positive mood manipulation led older adults to be no more dispositionally biased than their younger counterparts. Further, mood and age-related differences in attributional confidence were not eliminated after controlling for individual differences in cognitive functioning.

While the cognitive disturbances that frequently follow severe TBI are relatively well understood, the ways in which these affect the psychosocial functioning of people with TBI are yet to be determined and have thus received little attention in treatment research. Growing evidence indicates that that a significant proportion of individuals with TBI demonstrate deficits in the perception of affective information from the face, voice, bodily movement and posture. As accurate evaluation of emotion in others is critical for the successful negotiation of social interactions, effective treatments are necessary. Until recently, however, there have been no rehabilitation efforts in this area with TBI groups. The present research aims to redress this absence. The literature on emotion perception deficits in TBI is examined, and a theoretical rationale for intervention is presented. Several lines of research are reviewed which suggest that rehabilitation targeting such deficits is tenable. These include research on emotion perception remediation with other cognitively impaired populations, findings from cognitive neuroscience suggesting the potential for neuronal restoration after brain damage, and the successful applications of remediation techniques, in particular errorless learning and self-instruction, for treating other cognitive deficits in a range of neurological disorders and TBI. Discussion of this research is followed by a description of two randomised controlled trials aimed at improving emotion perception in individuals with TBI. The findings are discussed with reference to useful theoretical models of rehabilitation, learning and emotion perception. Suggestions for future directions of research are outlined together with relevant design issues.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.176-188).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Title from PDF t.p. (viewed May 3, 2010). Directed by Christian Moraru; submitted to the Dept. of English. Includes bibliographical references (p. 326-373).

Orientador: Sergio Antonio da Silva Leite / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T19:40:10Z (GMT). No. of bitstreams: 1 Tassoni_ElviraCristinaMartins_D.pdf: 2027685 bytes, checksum: d74a98c83d1f3d1324876dfd7ebc0fdb (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa tem como objetivo identificar a afetividade na dinâmica interativa da sala de aula, envolvendo alunos em quatro diferentes momentos do processo de escolarização ¿ as últimas séries de cada nível de ensino ¿ Infantil 4 (alunos com 6 anos em média), ciclo II/4ª série (alunos com 10 anos em média), ciclo IV/8ª série (alunos com 14 anos em média) e 3º ano do Ensino Médio ( alunos com 17 anos em média). A intenção é discutir o papel da afetividade neste processo, identificando suas diferentes formas de manifestação, demonstrando o processo de transformação pelo qual ela passa. Fundamenta-se na abordagem histórico-cultural, discutindo a natureza social dos processos psíquicos, o entrelaçamento entre processos afetivos e cognitivos, como também a perspectiva de desenvolvimento que os acompanha. Destaca, ainda, a função social das emoções e o papel determinante da afetividade no desenvolvimento da criança, bem como o papel das interações sociais para a construção do conhecimento e da própria pessoa. A coleta de dados baseou-se em observações realizadas em sala de aula, envolvendo 8 professores e 51 alunos das quatro séries citadas, numa escola da rede particular em Campinas (São Paulo/Brasil). Utilizou-se o procedimento da autoscopia que consiste na realização de vídeogravações dos sujeitos envolvidos e, posteriormente, submetê-los à observação do material filmado. Registrou-se, através da câmera de vídeo, a dinâmica interativa da sala de aula e, após uma etapa inicial de seleção das imagens e identificação dos sujeitos, estes foram convidados a assistir o material editado. Durante as sessões de autoscopia, os sujeitos eram incentivados a fazer comentários a respeito das práticas pedagógicas, envolvendo a atuação dos professores. Desta maneira, foi possível identificar, nos comentários dos alunos sobre a prática docente, as diversas formas de manifestação da afetividade em cada momento do processo de escolarização, bem como as mudanças que se observaram nas diferentes idades. Tais comentários foram organizados em oito núcleos de significação, segundo os sentidos atribuídos pelos sujeitos às práticas pedagógicas da sala de aula. Os núcleos referem-se aos seguintes aspectos: formas do professor ajudar o aluno, formas do professor falar com o aluno, atividades relevantes destacadas pelos alunos, outras aprendizagens indo além dos conteúdos, formas do professor corrigir e avaliar, aspectos da prática pedagógica que repercutem na relação do aluno com o objeto de conhecimento, a própria relação do professor com o objeto de conhecimento e os sentimentos e percepções dos alunos em relação ao professor / Abstract: This research aims to identify the affection in the interactive dynamics of the classroom, involving students in four different moments of the educational process ¿ the latest grade of each level of education - kindergarten (students around 6 years old), elementary school ¿ 4th grade (students around 10 years old), 8th grade (students around 14 years old) and high school (students around 17 years old). The intention is to discuss the role of affection in this process, identifying its various forms of expression, demonstrating the process by which it goes through, acquiring different forms of expression. The research is based in the historical-cultural approach, discussing the social nature of mental processes, the relationship between affective and cognitive processes and the character of development that accompanies it. It highlights the crucial role of emotions and affection in the child¿s development, as well as the role of social interactions in developing knowledge and people. The data collection was based in classroom observations, involving 8 teachers and 51 students of the four grades mentioned above, in a private school in the city of Campinas (São Paulo/Brazil). The autoscopia procedure was utilized, which consists of holding video-recordings of the individuals involved and submitting these individuals to the observation of the material recorded. A video camera was used to record the interactive dynamics of the classroom and after an initial stage of selection of images and identification of the individuals, they were invited to see the edited material. During the autoscopia sessions, the individuals were encouraged to make comments about what they saw. Thus, it was possible to identify, by the comments of the students, the various forms of affection expressed in every moment of the educational process, as well as the differences that were observed in different levels of education. Such comments have been organized into eight clusters of meaning, according to the meanings the individuals assigned to the teaching practices in the classroom. The clusters of meaning relate to the following points: the teacher¿s ways of helping the student, the teacher¿s forms to speak to the student, relevant activities highlighted by the students, other learning beyond the contents, the teacher¿s forms to correct and evaluate, aspects of the pedagogical practice that impact in the relationship of the student with the object of knowledge, the teacher's own relationship with the object of knowledge and the student¿s feelings and perceptions in relation to the teacher / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Orientador: Luiz Roberto Monzani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-10T22:11:00Z (GMT). No. of bitstreams: 1 Fernandes_SergioAugustoFranco_D.pdf: 1026579 bytes, checksum: 58171b1b4e2ab19c494e56f911df9b08 (MD5) Previous issue date: 2008 / Resumo: Para Jacques Lacan, a técnica do Witz é igual à técnica do significante. Para o autor francês, no que concerne ao Witz, a técnica do significante possui uma dimensão mais essencial que a dimensão do prazer. Vale a lembrança de que, para Sigmund Freud, a produção de prazer é tida como a principal característica do Witz. Uma análise do conceito de prazer, passando pelo seu mecanismo no Witz, além de um estudo acerca das relações entre o significante lacaniano e o Witz freudiano nos possibilitará uma maior compreensão acerca da importância destas duas dimensões. A constatação de um certo ¿silêncio¿ da parte de Lacan no que diz respeito ao aspecto ¿econômico¿ do prazer, certamente nos ajudará a esclarecer a sua posição. Sustentamos, portanto, mesmo reconhecendo a importância da dimensão do significante, que o prazer, tal como Freud o aborda, não perde a sua dimensão essencial no que se refere ao Witz e suas relações com o inconsciente / Abstract: To Jacques Lacan, the Witz technique is the same as the significant technique. Regarding the Witz, the french author considers that the significant technique has a more essential dimension than the pleasure dimension. However, for Sigmund Freud, the main characteristic of the Witz is the pleasure production. An analysis of the pleasure concept, going through its mechanism in the Witz, besides a study about the relationships between the lacanian significant and the freudian Witz, will enable us to have a broader comprehension about the importance of those two dimensions. The evidence of a kind of ¿silence¿ from Lacan about the ¿economic¿ aspect of the pleasure certainly will help us to clarify his position. We sustain howsoever that, even though we recognize the importance of the significant dimension, the pleasure, according to Freud¿s approach, does not lose its main dimension in relation to the Witz and its relationships with the unconscious / Doutorado / Epistemologia / Doutor em Filosofia

Dès les années 2000 à aujourd’hui, la présence est au coeur d’un nouvel intérêt théorique.Cette thèse porte sur les recherches en arts vivants et sur des créations récentes à lalumière des enjeux corporels, perceptifs et théoriques résonnant avec ce concept. Lesdéfinitions courantes sont relues et intégrées, dans une approche phénoménologique, parl’analyse du geste dansé, l’épistémologie des pratiques somatiques, l’écologie despratiques (Stengers 2005) et une pensée politique sur les affects (Massumi 1995 ; 2015).Dans la première partie on articule cette approche en fonction d’un regard critique sur lesdiscours théoriques, qu’on met en dialogue avec notre corpus d’oeuvres théâtrales etchorégraphiques. Ici on considère, parmi d’autres pièces, Il principe Amleto du metteur enscène et comédien italien Danio Manfredini. La seconde partie rassemble les analysesd’Ouverture Alcina, monologue de la Compagnie italienne Teatro delle Albe ; de récentescréations chorégraphiques de Virgilio Sieni ; de la pièce Déperdition, crée par MyriamGourfink et d’une reprise de Self Unfinished de Xavier Le Roy dans le cadre du projet« Rétrospective ». Chaque analyse porte sur le travail physique et perceptif de l’interprète,en considérant les processus de création et d’apprentissage, et sur le rapport entre oeuvreet milieu de production et de circulation. Ainsi, l’expérience personnelle de spectatricechercheuseet la centralité du regard se mettent en avant. Il en résulte une perspectiveépistémologique sur les pratiques de la présence, entendues comme pratiquesperformatives, et sur les figurations de la présence, à savoir les effets perceptifs etaffectifs de la performance. / Since the early 2000s, the concept of presence is at the core of a renewed interest in theperforming arts field. This dissertation reviews recent theoretical debates and explorestheatrical and choreographic works resonating with the corporeal and aesthetic qualitiesassociated with this notion. Within a phenomenological framework, current definitions arereconsidered through the lenses of dance gesture analysis, expanding on theepistemology of somatic practices, the ecology of practices (Stengers 2005), and politicalfocus on affects (Massumi 1995; 2015). The academic discourses are also examinedthrough a brief outlook of the works, including Il Principe Amleto – a piece by Italian actorand stage director Danio Manfredini. The pieces considered in the second part of thedissertation include Ouverture Alcina, a monologue by the Italian theatre company Teatrodelle Albe; recent projects by Italian choreographer Virgilio Sieni; a dance performanceentitled Déperdition, by French artist Myriam Gourfink; and a recent rerun of Xavier LeRoy’s Self Unfinished within his project « Rétrospective ». Each analysis emphasizes thephysical and perceptive work of the performers and considers the artist’s creative process,as well as the relation between the pieces and their broader staging context. In addition,the personal experience of the scholar/spectator is given prominence, as well as of hergaze. The resulting investigation is thus fundamentally epistemological, focusing at onceon practices of presence – understood as performative in nature –, and on figurations ofpresence, the perceptive and affective implications of performance.

The purpose of the present study was to assess if combining the two frameworks would account for more variance in PTSS than could be accounted for using the frameworks separately. An online community sample from Amazon.com's Mechanical Turk (N = 437), who reported experiencing a prior traumatic event, completed measures that reflected the constructs of narrative centrality, negative affectivity, and death concerns, along with a measure of PTSS. PTSS was regressed on the latent variables of death concerns, narrative centrality, and negative affectivity, along with the latent variable interactions between narrative centrality*death concerns and narrative centrality*negative affectivity. Death concerns was not be predictive of PTSS, whereas narrative centrality and negative affectivity were found to uniquely and interactively account for 77% of the variance in PTSS. Death concerns was found to be a separate construct from negative affectivity. The implications of these findings for the two frameworks are discussed along with future directions. By considering aspects of narrative centrality and negative affectivity, substantial portions of PTSS can be accounted for.