Orientador: Maria Irma Hadler Coudry / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T21:27:42Z (GMT). No. of bitstreams: 1 Vallim_ElaineFerrazdoAmaral_M.pdf: 2248589 bytes, checksum: a14628a04d476972ad50eb3032874c3f (MD5) Previous issue date: 2006 / Resumo: Este trabalho tem como proposta conduzir um estudo neurolinguístico motivado por três questões. A primeira refere-se ao ensino da língua portuguesa e o quanto a prática pedagógica fundamentada num ensino normativo e redutor, que desconsidera a natureza histórica e social, intersubjetiva e cognitiva da linguagem, pode prejudicar o futuro dos jovens que não aprendem nem a teoria nem a língua. Ao adotar, erradamente, uma visão ancorada na Lingüística saussureana, abre-se caminho para a exclusão do mundo social e do sujeito, bem como de suas atividades ou experiências significativas. Por filiar-se a uma visão normativa de língua e por não conseguir eficiência naquilo que se propõe, a escola justifica o seu desempenho atribuindo patologias àqueles alunos que, por algum motivo, não se ajustam às normas, provocando efeitos devastadores a lhes prejudicar a expressão e a comunicação para o resto de suas vidas. As conseqüências desse tipo de ensino também atingem professores, que, tendo a sua formação escamoteada, retornam à escola, para dar aulas, formando um círculo vicioso que compromete toda a qualidade de ensino. Para desenvolver este trabalho, faço um estudo de caso do sujeito BN, aluna do curso de pedagogia, que foi diagnosticada aos 5 anos de idade como portadora de dificuldade de aprendizagem. Analiso este caso, não pelo seu aspecto singular, mas pelo fato de se constituir um exemplar do que acontece nas instituições escolares, tendo em vista que atuo como professora de Língua Portuguesa, no ensino público, há 20 anos. Primeiramente, faço a análise do modo como a escola ¿ ensino fundamental ¿ tem conduzido o ensino da língua portuguesa. Em seguida, apresento e analiso textos escritos pela aluna na universidade e, finalmente, os textos escritos no seguimento longitudinal, feito por mim, no Laboratório de Neurolinguístico (LABONE), IEL/UNICAMP. Em outro momento, falo da subtilização do cérebro do aluno pela escola, que, distanciada da vida, tem suas práticas pedagógicas baseadas em atividades descontextualizadas e, essencialmente, metalingüísticas. Essas práticas pedagógicas ganham espaço na sala de aula, porque não fazem parte da escola determinados saberes / Abstract: The purpose of this task is to discuss questions related to Portuguese language teaching and the importance of pedagogy practice based on a normative teaching, that doesn¿t consider the historic and social nature, intersubjective and cognitive language that can damage the future of young people that don¿t learn neither language nor theory. Adopting this saussureana linguistic, open a way to exclude the social world the person, his or her activities or meaningful experiences. Adopting a normative vision of language and not achieving efficiency in what is purposed, school justifies its performance attributing patologies for those students that for any reason don¿t succeed the norms, causing desolating effects and damaging their communication for the rest of their lives. The consequences of this kind of teaching affect teachers with an interrupted graduation that come back to school to teach creating a vicious circle that compromises the quality of teaching. To develop this study, I have an example with a student BN , a pedagogy student, that was diagnosed at the age of 5 having learning difficulties. I analyze this case not just for its singular aspect, but because it¿s an example of what is happening at school nowadays. First of all, I analyze the way school (elementary and middle) has been handling Portuguese Language teaching. Then I present and analyze written texts by a college student and finally written texts, written in a longitudinal segment, made by me at Unicamp, neurolinguistic laboratory (LABONE/IEL). I talk about the school sub utilization of the student¿s brain too, when far from life has its pedagogical practices based on out of context activities and essentially met linguistic. Those pedagogical practices obtain a great success in the classroom, because they don¿t belong to school knowledge / Mestrado / Neurolinguistica / Mestre em Linguística

Orientador: Fermino Fernandes Neto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-01T02:02:45Z (GMT). No. of bitstreams: 1 MedinaCuri_Nicolas_D.pdf: 5359652 bytes, checksum: 85c48aedce486066f4e70e8ac3bb7a40 (MD5) Previous issue date: 2002 / Resumo: Este estudo teve como propósito analisar os desempenhos em atenção e em memória de um grupo de crianças com e sem dificuldades de aprendizagem na escrita e na leitura, tendo-se em vista que todas elas eram possuidoras de inteligência normal ou superior. Sob o suposto geral de que a atenção e a memória constituem atividades cognitivas envolvidas no processo da aprendizagem na escrita e na leitura, no que a inteligência estaria neutralizada, levantou-se a hipótese de trabalho que pressupõe que as crianças com dificuldades de aprendizagem na escrita e com deficiências no desempenho em leitura, e que apresentam inteligência normal ou superior, mostram baixos índices de atenção e memória, o que não se verifica com as crianças que não apresentam essas dificuldades e deficiências. Com a finalidade de verificar essa hipótese foram examinadas 267 crianças, de 2' e 3' séries de ensino fundamental de escolas estaduais de Campinas, diagnosticadas com inteligência normal ou superior através do teste do Desenho da Figura Humana. Depois foram avaìiadas suas habilidades na escrita e na leitura e, também seus desempenhos em atenção e em memória. Com base nos dados dessas avaliações, as variações do desempenho em atenção e em memória foram analisadas considerando os níveis de dificuldades de aprendizagem na escrita e os níveis de desempenho em leitura como fatores estáveis, mediante a análise de variância com um nível de significação de 0,05. Os resultados dessa análise estatística mostram que as crianças de ambos os grupos (2' e 3' séries) com dificuldades de aprendìzagem na escrita, apresentaram baixos índices de atenção e memória e aquelas sem dificuldades de aprendizagem na escrita expressaram altos índices de atenção e memória, enquanto que as crianças com deficiências no desempenho em leitura manifestaram baixos índices de atenção e memória e aquelas sem deficiências na leitura expressaram altos índices de atenção e memória. Em conseqiiência, de acordo com esses resultados verificou-se a hipótese de trabalho desta pesquisa / Abstract: This study had as purpose to analyze performances in attention and memory of a group of children with and without learning difhculties in writing and reading abilities, considering that all of them have normal or superior intelligence. Under the general supposition that attention and memory constitute cognitive activities involved in the process of learning writing and reading capabilities, in which intelligence would not be relevant, the working hypothesis of this research is formulated. This hypothesis presupposes that children with learning difficulties in writing and with performance deficiencies in reading, presenting normal or superior intelligence, show low indexes of attention and memory. This is not verified with children that do not present those difhculties and deficiencies. With the purpose of verifying this hypothesis, 267 children of 2nd and 3rd series of fundamental teaching of state schools in Campinas werc examined. They were diagnosed with normal or superior intelligence through the test of Drawing the Human Figure. Then they were evaluated in its abilities of writing and reading and also in its performances for attention and memory. Using data resulting from those evaluations, variations of performance in attention and memory were realyzed considering the levels of learning difhculties in writing and the levels of performance in reading as stable, by means of analizing the variance with a level of significance of 0,05. The results of this statistical analysis showed that children from both groups (2nd and 3rd series) with learning difficulties in writing skill presented low indexes of attention and memory. Those without learning difficulties in writing skill expressed high indexes of attention and memory. Children with performance deficiencies in reading skill manifested low indexes of attention and memory and those without deficiencies in reading expressed high indexes of attention and memory. In consequence, in agreement with those results the working hypothesis of this research was verified. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

A disciplina de bioquímica é parte integrante do currículo de todos os cursos de graduação da Área Biológica, sendo pré-requisito para outras disciplinas. São de conhecimento geral as dificuldades que os estudantes enfrentam no aproveitamento desta disciplina. Para investigar estas dificuldades foi criado um Plantão de Dúvidas on line, disponível para estudantes graduandos, com três finalidades: (i) oferecer um suporte aos estudantes para facilitar o prosseguimento dos seus estudos, (ii) analisar as dúvidas apresentadas como uma estratégia para diagnóstico das dificuldades mais freqüentes e (iii) realizar uma classificação do nível cognitivo das dúvidas recebidas. Ao final do período de atendimento, foram recebidas e respondidas 416 questões. Houve várias questões conceituais, a enorme maioria tendo sido problemas ou exercícios a serem resolvidos. Os assuntos mais freqüentemente questionados foram: (i) metabolismo celular (42,5%), principalmente metabolismo de lipídios e a respiração celular; (ii) conceitos básicos (14,2%) sobre aminoácidos, tampão entre outros; (iii) estrutura de proteínas (8,7%) e (iv) enzimas (7,0%). Estes percentuais correlacionam-se com a carga horária dedicada a cada um dos tópicos na maioria das disciplinas. Uma importante dificuldade encontrada foi a integração dos processos metabólicos. Em relação ao nível cognitivo, 61% das dúvidas foram de nível baixo, 28% foram de nível médio e 11% foram de nível alto. Uma análise mais aprofundada é necessária para investigar as causas das dificuldades apontadas. / The biochemistry discipline integrates the curriculum of all graduation courses on the Biological Area and is a basis for other disciplines. The students difficulties in this discipline are already widely recognized. To investigate these difficulties, we created a drop-in on line service that had three purposes: (i) to give support to students learning by answering their questions and solving their problems whenever they appear, (ii) to analyze the questions presented, as a strategy to diagnose the most prevalent difficulties and (3) to carry through a classification of the cognitive level of the received doubts. After the period of attendance of this service on line, 416 questions were received and answered. There were many conceptual questions being the majority related to problems and exercises. The most frequent questions dealt with cell metabolism (42.5%), mainly lipid metabolism and aerobic metabolism; basic concepts (14.2%) such as about amino acids and buffer, protein structure (8.7%) and enzymes (7.0%). These percentages are correlated to the number of hours dedicated to each subjects in the disciplines. The main difficulty founded was the integration of metabolic processes. Related to the cognitive level, 61% of the doubts had been of low level, 28% had been of average level and 11% had been of high level. A more in-deep analysis will be necessary to investigate the causes of the pointed difficulties.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-07-29T15:37:31Z No. of bitstreams: 1 Alexandre Costa Goncalves.pdf: 1807390 bytes, checksum: c52306cad0c361e88bbf35a1857c3d58 (MD5) / Made available in DSpace on 2015-07-29T15:37:31Z (GMT). No. of bitstreams: 1 Alexandre Costa Goncalves.pdf: 1807390 bytes, checksum: c52306cad0c361e88bbf35a1857c3d58 (MD5) Previous issue date: 2015-02-26 / Organizations that have more than one management system deployed face difficulties in integrating or maintenance of these systems, this study sought to attain the goal of the verification and analysis of the difficulties in the management and operation of integrated management systems and their relationship with the different levels of integration raised in the bibliography. The methodology used qualitative oriented research by means of a semi-structured interview with 21 issues applied in integrated management systems experts and through a quantitative Survey of 35 questions for an approach in groups of managers of various hierarchical levels (strategic, tactical, and operational). The results have been an offshoot of the systems integration levels of deployment for the maintenance, the levels proposed by the authors review arrived at the most four levels, and in this research were found up to five levels of integration for the maintenance of the systems, which are the non-integrated, interconnected, the combined, the semi-integrado and the fully integrated as well as the connection of these levels of integration with the problems proposed in the survey, that is, the proof that the higher the level of integration are the difficulties of the management and operation of the integrated management system. The research gives his contribution to organizations that have more than two certifications, to point out the possible developments of their systems and management difficulties and operation related to each type of integration. To the Academy the contribution this on attesting the evolution of four possible levels of integration during deployment to five or more on system maintenance. / Organizações que possuem mais de um sistema de gestão implantado enfrentam dificuldades na integração ou manutenção desses sistemas, esta pesquisa buscou antingir o objetivo da verificação e analise das dificuldades na gestão e operação de Sistemas de Gestão Integrados e sua relação com os diferentes níveis de integração levantados na bibliografia. A metodologia valeu-se de pesquisas de cunho qualitativo por meio de uma entrevista semiestruturada com 21 questões aplicada em especialistas em sistemas de gestão integrados e quantitativo por meio de um Survey de 35 questões para uma abordagem em grupos de gestores de diversos níveis hierárquicos (estratégico, tático, especialista e operacional). Os resultados comprovaram um desdobramento dos níveis de integração de sistemas da implantação para a manutenção, os níveis propostos por autores vistos na revisão bibliográfica chegaram ao máximo a quatro níveis, sendo que nesta pesquisa foram encontrados até cinco níveis de integração durante a manutenção dos sistemas, sendo estes o não-integrado, o interligado, o combinado, o semi-integrado e o plenamente integrado, assim como a ligação desses níveis de integração com as dificuldades propostas no survey, ou seja, a comprovação de que quanto maior for o nível de integração menores são as dificuldades da gestão e operação do Sistema de Gestão Integrado. A pesquisa confere sua contribuição para organizações que possuam mais de duas certificações, ao apontar as possíveis evoluções de seus sistemas e as dificuldades de gestão e operação relacionadas a cada tipo de integração. Para a academia a contribuição esta na comprovação da evolução de quatro níveis de integração possíveis durante a implantação para cinco ou mais na manutenção dos sistemas.

Både samhället och skolan blir allt mer digitaliserad. Tillgången till digitala verktyg i skolan har ökat, men användningen av dem har inte ökat lika mycket. Det finns skillnader i användningen mellan olika ämnen och matematiken är ett av de ämnen med lägst användning av digitala verktyg.   Studiens syfte var att ta reda på vilka svårigheter lärare upplever kring digitaliseringen av matematikundervisningen. I studien svarade 81 lärare som undervisar i matematik i årskurs 4–6 på en enkät om utmaningar och hinder i digitaliseringen av matematikundervisningen.     Resultatet visar att inställningen till att använda digitala verktyg i matematikundervisningen är positiv bland lärarna, men att det även finns svårigheter med att använda digitala verktyg i matematikundervisningen. De svårigheter som framkommer tydligast är digitala verktyg som krånglar, distraktioner i form av sociala medier och spel, brist på planeringstid och svårigheter med att hitta lämpliga appar och program. / Both society and school are becoming increasingly digitalized. The access to digital tools has increased, but their use has not increased as much. There are differences in the use in different subjects and mathematics is one of the subjects with the lowest use of digital tools.   The purpose of the study was to find out what difficulties teachers experience regarding the digitization of mathematics education. In the study, 81 teachers who teach mathematics in grades 4–6 responded to a survey about challenges and obstacles in the digitization of mathematics education.   The result shows that the attitude towards using digital tools in mathematics education is positive among teachers, but that there are also difficulties in using digital tools in mathematics education. The most obvious difficulties are malfunctioning digital tools, distractions in the form of social media and games, lack of time for planning and difficulties in finding suitable apps and programs.

The main purpose of this study was to increase knowledge on the views of students with reading and writing difficulties when it comes to their perception of their difficulties, school experiences and future aspirations. The second aim was to increase knowledge about some differences and similarities between Malta and Sweden in the subject field. The research questions concerned students’ descriptions of their diagnostic processes, perception of their difficulties, strengths and coping strategies, school experience and future aspirations. A qualitative interview study was conducted with five Swedish and six Maltese upper secondary school students. The Ecological systems theory and Didactic theory together with previous research were used to analyse the results. To summarise the results, almost all of the students diagnosed with dyslexia showed a positive attitude towards having the report. The Maltese students described the absolute necessity of a diagnosis to receive support. No student in the study described having received support and structured phonological training as recommended by previous research. The students described a wide range of difficulties, strengths and coping strategies mainly in line with previous research. The importance of concentration when learning and taking tests was accentuated. Listening to a skilled teacher was emphasised as one of the best ways of learning, and the importance of willpower was highlighted. The students showed the importance of communicating with teachers, finding own methods, and make the most of one’s strengths to close the gaps in the areas in which one experiences difficulties. For all the Maltese students, private lessons have been a source of support, while none of the Swedish mentioned any private training. For the majority, both parents and a hobby played an important role when it comes to support and well-being. All students described school as difficult, but students’ experiences of school ranged from humiliating to somehow supportive. Some of the Maltese students described that they were afraid of being judged for using dyslexia as an excuse, while some of the Swedish students described they felt the right to support and adjustments. All students but one described that they had lowered their future aspirations due to their difficulties. All students seem to rely on their own strategies for school success. In the light of the theoretical framework – the Ecological systems theory, Didactic theory and previous research – the results could imply both a need for improving teachers’ literacy and didactic skills within the existing systems as well as a need for curriculum development and change of examinations systems.

Läs- och skrivsvårigheter är inte enbart ett växande problem i skolan utan även ett samhällsproblem. Den ökande kravbilden på läsförmåga i samhället bidrar till betydelsen av att utarbeta verkningsbara läs- och skrivstrategier bland elever med läs- och skrivsvårigheter. Samtidigt visar forskning att allt fler lärare känner en oro i att undervisa i lässtrategier, en oro som i mångt och mycket grundar sig i okunskap. Eftersom utvecklingen av lässtrategier utgör ett bedömningsunderlag i nationella provet i svenska och dessutom betonas i läroplanen (Lgy11) är det ett aktuellt forskningsämne som både belyses nationellt som internationellt. Forskning visar att det råder en slags konsensus kring vad som elever med god läsförmåga och läsförståelse har jämfört med vad elever med läs- och skrivsvårigheter inte har. Till exempel saknar de sistnämnda eleverna kompetens att göra inferenser och förutsäga kommande information i det de läser. Däremot går meningarna ibland isär vilka läs- och skrivstrategier som kan ha effekt för läs- och skrivutveckling och det är inte sällan brist på kunskap när det gäller att tillämpa läs- och skrivstrategier i praktiken.

Bakgrund: Kommunikation handlar om att förmedla information mellan individer. Det kan uppstå talsvårigheter till följd av afasi eller dysartri. Dysartri innebär att artikulationen påverkas på grund av förlamning i talmuskulatur medan afasi beror på en skada i hjärnans talcentrum. För att uppnå en god omvårdnad av personer med talsvårigheter var det viktigt att individen fick känna sig sedd och hörd. Stor vikt lades på sjuksköterskan och hens förmåga att uppfatta vad personen med talsvårigheter ville förmedla både verbalt och icke-verbalt. Det var därför viktigt att uppmärksamma personers erfarenheter av att leva med talsvårigheter. Syfte: Syftet med litteraturstudien var att beskriva personers erfarenheter av att leva med försämrad talfunktion på grund av afasi eller dysartri. Metod: En beskrivande litteraturstudie där 12 vetenskapliga artiklar låg till grund för resultatet. Samtliga artiklar var av kvalitativ ansats. Huvudresultat: Resultatet har påvisat att livssituationen har förändrats för personer med talsvårigheter, de påverkades emotionellt negativt samt tvingades att hitta nya strategier och hanteringssätt för att handskas med sina talsvårigheter. Synen på framtiden var mycket individuell och skildes från person till person. Personer med talsvårigheter erfor både positiva och negativa förändringar i relationer till familj, vänner och omgivningen. I kontakten med vården har personer med talsvårigheter erfarit både positiva och negativa upplevelser. Slutsats: Gott bemötande och goda relationer till vårdpersonal har spelat en viktig roll i återhämtningsprocessen för personer med afasi och dysartri, därför bör sjuksköterskor vara medveten om detta för att ha möjligheten kunna skapa de bästa förutsättningar för patienten. / Background: Communication is about mediate information between individuals. Speech difficulties can occur as a result of aphasia or dysarthria. Dysarthria means that articulation is affected due to paralysis in speech muscles while aphasia is due to an injury in the brain's speech center. In order to achieve good nursing of people with speech difficulties, it was important for the individual to feel seen and heard. Great emphasis was then placed on the nurse and her ability to perceive what the person with aphasia wants to convey both verbally and non-verbally. It was therefore important to pay attention to people's experiences of living with speech difficulties. Aim: The aim of this literature study was to describe people's experiences of living with impaired speech function due to aphasia or dysarthria. Method: A descriptive literature study where 12 scientific articles were the basis for the result. All articles were of a qualitative approach. Main result: The result has shown that the life situation has changed for people with speech difficulties, they were affected emotionally negatively and forced to find new strategies and ways of dealing with their speech difficulties. The view of the future was very individual. People with speech difficulties experience both positive and negative changes in relationships with family, friends and the environment. In contact with health care, people with speech difficulties have experienced both positive and negative experiences. Conclusion: Good encounters and good relationships with health care professionals has played an important role in the recovery process for people with speech difficulties, therefore the nurse should be aware of this in order to be able to create the best conditions for the patient.

The purpose of this essay is to examine how professional conditions relate to the work with students who display neuropsychiatric difficulties in school. Furthermore, the authors of this essay wish to provide insight of which possibilities and limitations professionals experience in their joint work with students who display neuropsychiatric difficulties. The empirical material for the essay draws upon a qualitative method in the form of semi structured interviews with professionals who are in daily contact with students with neuropsychiatric difficulties. The empirical material has been analyzed with the help of previous related research together with the concepts of collaboration theory and acting according to Lipsky´s theory of street-level bureaucracy. The results show that the professionals ability to act in cases of students who display neuropsychiatric difficulties is affected by various forms of collaboration. The essay also suggests there are no considerable differences in task-design and in supporting a student with neuropsychiatric diagnosis compared to a student who only display similar symptoms and behavior. However, an established diagnosis might be favorable and can facilitate better conditions to act in situations concerning students with neuropsychiatric difficulties.

Nielsen, E & Olander, S. Children visiting their incarcerated parent. Degree project in Social work 15 högskolepoäng. Malmö University: Faculty of Health and Society, Department of Social Work, 2019.The purpose of the study was to see how a children perspective looks like in the correctional institution and how it is applied when a child visit their incarcerated parent. The study was also aimed to investigate which possibilities and difficulties staff in correctional services experience in connection with visits. The purpose of the study was to get different perspectives by taking part of the staff's experiences. To answer the questions, a qualitative method was used with semi-structured interviews. The selection in the study was nine people working in the correctional institution in Sweden, with different positions of employment. The authors had personal meetings with three of the people and the remaining interviews were made by phone. As an analysis method, coding and thematization were used. The empirical data was analyzed using the Knowledge Situation and Theory. The theoretical starting points were Goffman's concept Front- and Backstage, Antonovsky’s KASAM and risk and protection factors. The results of the study showed that a children perspective exist in the correctional services, both in how the staff meets the children, but also in how the environment is adapted to children. The result also shows that the most central difficulties when children are visiting their incarcerated parent is the resignation between children and parent and that children are affected by the rules and limitations that exist in the correctional service. The opportunities that are mainly highlighted in the study are that children and incarcerated parents can have contact and that there is an opportunity to end a visit when it’s no longer for the best of the children. One conclusion is that children’s involvement is of great importance when visiting their incarcerated parent and that staff are asking for more education about meeting children in different situations. The study also highlights the benefits of sharing experiences with each other and learning from other institutions in order to reduce the difficulties that exist in the work within the correctional institution and to make children more involved.Keywords: children perspective, correctional services, difficulties, incarcerated parent, possibilities