Nossa Dissertação teve sua origem no contato com as idéias e com o trabalho clínico de Michael Wernet, nosso professor na Universidade de Freiburg-Alemanha e supervisor dos estágios que realizamos na instituição na qual é o psicólogo responsável. A apresentação do referencial teórico que embasa nosso trabalho inicia-se com a abordagem gestaltista de Wernet acerca do desenvolvimento do ato de perceber (Affolter, apud Wernet), o que implicou a exposição de conceitos básicos da Teoria da Gestalt (Wertheimer, Köhler, e comentadores como Castilho-Cabral, Engelmann, Ramozzi-Chiarottino). Tal perspectiva foi complementada com a apresentação da abordagem de Ayres acerca da Integração Sensorial e com o estabelecimento de relações entre o desenvolvimento do ato de perceber, segundo Affolter, e a construção do real segundo Piaget. O método utilizado em nossa dissertação foi o “estudo de caso”. Analisamos comportamentos de cinco sujeitos (entre 22 e 44 anos), todos com transtornos severos do comportamento e danos no funcionamento cerebral. Nosso objetivo foi mostrar o sentido dos atos dos sujeitos, que compreendemos ser expressão da lei da pregnância de Max Wertheimer, e a tentativa de reorganizá-los visando a socialização dos sujeitos. A partir dessa compreensão, a intervenção que pudemos produzir tornou-se conseqüentemente pregnante, uma vez que cada etapa foi “requerida” pela anterior, representando uma mudança qualitativa em nossa relação com os sujeitos em questão. Os resultados mostram o sucesso de nosso intento: de um modo geral, constatamos uma diminuição na freqüência de surtos, uma substituição de comportamentos com seqüelas negativas para o sujeito por condutas alternativas sem as seqüelas anteriores, bem como uma melhoria na possibilidade de interação com o outro. / Our dissertation sprung from the contact with the ideas and the clinical work of Michael Wernet, our Professor in the University of Freiburg – Germany, and supervisor of the courses which we attended in the institution where he is the psychologist in charge. The theoretical basis of our work is compounded by the gestaltic approach of Wernet to the development of the act of perceiving (Affolter, apud Wernet), which led us to the basic concepts of the Theory of the Gestalt and latter commentaries on it (Wertheimer, Köhler, Castillo-Cabral, Engelmann, Ramozzi-Chiarottino). Such point of view was complemented by the approach of Ayres concerning the Sensorial Integration as well as by the establishment of connections between the development of the act of perceiving, according to Affolter, and the construction of the reality, according to Piaget. The methodology of our work is based on five case-studies. We examined the behaviour of five subjects (between 22 and 44 years-old), all of them with severe prejudices of behaviour and damaged cerebral functions. Our purpose was to show that their actions had a constructive meaning, which we believe to be the expression of the “law of pregnancy” of Max Wertheimer. It was also our objective to try to reorganize the subjects, aiming at their further socialization. Following this point of view, the result was that our intervention became pregnant, since each stage was demanded by the previous one. That represented a change of quality in our relationship with the subjects. The results point to the achievement of our goal: generally speaking, we obtained a decrease in the frequency of break-downs as well as a substitution of the so called “self aggressive behaviour” for other ways of response without negative sequels. Another result was the improvement of the possibility of the subjects to interact with other people.

Le terme de réadaptation, n'apparaît qu'au début du XXème siècle, au même moment que celui de handicap dans son sens actuel : conséquence sociale néfaste d'une pathologie. Ces apparitions simultanées ne sont pas un hasard. Depuis la fin du XVIIIème siècle se sont noués de nouveaux rapports au travail et à la santé, à partir desquels les aptitudes et inaptitudes des individus à certaines activités ont pu être jugées autrement que comme le résultat de traits naturels, sur lesquels la société n'aurait pas ou peu de prise.Par l'aménagement des conditions de travail et des interventions sur le marché de l'emploi, l'appartenance égale de chacun à la société a pu être sinon conçue du moins repensée, tandis que la médecine connaissait d'importants progrès et portait une attention de plus en plus grande aux milieux d'existence, à la prévention et à l'hygiène. Sur ces bases, le médical et le social ont pu se nouer et la réadaptation des individus être envisagée, c'est-à-dire l'instauration de capacités nouvelles ou meilleures pour ces individus, en fonction des environnements envisageables, des possibles sociaux et de la connaissance des natures individuelles.Par une analyse des idées directrices des médecines de la réadaptation (rééducation, ergothérapie, thérapies comportementales...), et de la manière dont nos sociétés ont élaboré une connaissance d'elles-mêmes en tant que population et ensemble organisé d'activités, il s'agit de comprendre la genèse et les conditions de possibilité de nos projets normatifs de réadaptation, par là leur nature etlimites, en particulier au travers du handicap, tel que nous le définissons au croisement de critères vitaux et professionnels. / It is not a universal and obvious project that initially guides rehabilitation, the idea to rehabilitate somebody or to rehabilitate oneself. This work aims to trace their history - which is recent - and their way of arranging individuals and societies - which is both precise and in search of general effects. Since the First World War, with rehabilitations we have been jointing medicine and labor to ensure the lives of the disabled and to avoid social assistance. Rehabilitations have thus gradually drawn the field of handicaps which is, like them, the product of a history, whatever may be the timelessness in which we come to grasp the ideas of infirmity or disability.We tried to perceive in this research the displacements of structures, the events, the sets of actors which, correlated, made formulate the procedures of rehabilitation and the conceptualization of the disability during the XXth century. Thus, it may be possible to approach not only one form of the relationship between medical standards (epistemologically, ethically, socially based) and social norms (of health, work and activity), but also how people bind themselves to normative complexes, voluntarily, necessarily.

The purpose of the study is to se how coherent certain parts of four textbooks is with the curriculums Lpo 94 and Lgr 80. The study will examine Christianity and Islam in four textbooks. The aforementioned books are high school textbooks. To help us conduct the study we will use Hellspongs qualitative analysis method that’s allows us to conduct a profound analysis. The results are then compared to the curriculums to give us our answers. The comparisons are based on three different parts. The first part is the analyzed material. The second part is the earlier research that we present in the paper and it is the studies scientifical platform. The third part is the curriculums. The result of the study is that the textbooks show flaws in the comparisons to the curriculum. We find parts that are influenced by the authors in form of generalizations, a patriarchal view of women and the textbooks tend to use Christianity as the norm for other religions. A positive thing is that the newer books that are based on Lpo 94 show a clear approach against prejudice. They contextualize certain hot spot topics and problematize others and by doing this the books create a platform for better understanding.

Comment La langue vient à l’enfant sourd selon qu’il se trouve dans un environnement sourd ou entendant ?Telle est la question que tente de mettre au travail cette thèse de psychologie clinique.L’histoire des sourds du moyen-âge jusqu’à nos jours comporte différentes positions idéologiques quant à l’accès au langage. Encore aujourd’hui la position « phonocentrée » reste prépondérante. La personne sourde est perçue comme une personne handicapée qu’il faut rééduquer. Les appareillages les plus sophistiqués, les séances d’orthophonie, doivent faire parler l’enfant sourd. La langue des signes ne reste qu’un pis-aller, non réellement investie comme une langue à part entière dans l’éducation de l’enfant sourd.Le bébé sourd naît le plus souvent dans un environnement entendant. La découverte de la surdité n’a lieu qu’aux environs du second semestre de la vie du bébé. Ce diagnostic représente un véritable traumatisme psychique pour les parents entendants. Ils se sentent le plus souvent trahis par ce « nouveau » bébé. L’urgence de la rééducation orale vient colmater la blessure narcissique faite aux parents. Dans ce contexte, le risque est grand pour le bébé de perdre l’étayage du « miroir environnement » et de se retrouver face à un vécu de « déprivation ». La surdité représente une autre manière d’être au monde, une autre manière de l’appréhender et d’interagir avec lui. Etre sourd aux bruits environnants ne signifie pas être sans langage. La langue des signes est une invention humaine extraordinaire qui nécessite de changer de paradigme. Elle interroge la problématique de la communication en général.Comment le bébé sourd interagit avec son environnement sourd et entendant? Ce bébé sourd présente une sensorialité spécifique qui nécessite un positionnement relationnel particulier de la part de son environnement entendant.L’observation filmée de trois dyades mère-bébé sourd, âgés de deux mois à deux ans, propose quelques éléments de réponse Le rythme, dans la clinique de la rencontre, apparaît comme un concept essentiel dans l’accordage de la dyade mère-bébé. / How does a child acquire language whether it finds itself in a deaf environnement or a normal (hearing) one ?That is the question that this clinical psychology thesis inquires.The history of the deaf community through the Middle Ages until today is composed of different ideological positions concerning how language is acquired. Until today, the « phonocentric » position remains preponderant. The deaf person is percieved (apprehended) as a handicapped person who needs to be re-educated. The most sophisticated material, speach therapy sessions, are supposed to make the deaf child speak. Sign language remains the last resort, not really considered as a language, in all senses of the term, when used as education for the deaf child.The deaf baby is most frequently born in a normally hearing environment. Discovery of deafness only occurs around the second semester of the baby’s life. This diagnosis can represent an absolute trauma for normally hearing parents. They often feel betrayed by this « new » baby. The emergency of getting oral re-education started is an attempt to make up for the narcissic wound inflicted on the parents. In this context, there is a great risk that the baby will lose the propping up of the « mirror environment » only to find itself confronted with a feeling of « deprivation ».Deafness represents a different way of being in the world, another way of apprehending and interacting with it. Being deaf to environing noise does not imply being without language. Sign language is an extraordinary human invention which implies changing the paradigm. It questions the problem of communication in general.How does the deaf baby interact with both normally hearing and a deaf environment ? The deaf baby has specific sensoriality which requires a particular relational position on behalf of its normally hearing environment.The video-observation of three mother-deaf baby dyads, from two months old to two years of age, proposes parts of a reply to these questions. Rythm, in the clinical situation of meeting, appears as a fundamental concept concerning the getting together of mother and baby dyad.

This thesis deals with teacher´s ingress to pupils with dysorthography in the first grade of primary school. In the theoretical part, the key elements are definition of item specific defect of learning and its ground allocations. As the next I´m working with charakteristic and definiton of ground terms, in that case dysorthography, its occasions and allocution, diagnostic and bases of reeducative care. The practical part consists of pupils with dysorthography. Thanks to contemplation I find out the teacher´s attitude to pupils. Some informations about pupils are rectified thanks to teacher´s question blank. At the end, the findings should map the teacher´s attitude and ingress to pupils with dysorthography during education.

This thesis provides an overview of how students identified as having learning disabilities prepare for school at home. The thesis is divided into two parts: theoretical and practical. The theoretical part is focused on the general terms, which are related to the general learning disabilities, their aetiology and manifestations of each single specific learning disability. Furthermore, it deals with counselling support to parents and their children with learning disabilities, the diagnostics and the re-education of specific learning disabilities. The theoretical part also contains the concept how to work with these students at home and the importance of parent participation. This part is also focused on the psycho hygienic possibilities and methodology of home-preparation of the children with learning difficulties. The main objective of the practical part was to find out how children with learning disabilities prepare for school at home. The quantitative method of investigation was used in this research.

Die Briten traten ihre Besatzungszeit in Deutschland mit hohen Ansprüchen an. Sie sahen sich vor der Aufgabe, eine Industrienation von ihren fatalen Denkstrukturen zu befreien und für ein europäisches Zusammenleben zukunftsfähig zu machen. Das war, vereinfacht ausgedrückt, das Programm der Umerziehung und Demokratisierung. Mit dem Konzept der Political Re-education hatten die Planungsstäbe in London einen Masterplan für die Neuformation des politischen Bewusstseins in Deutschland vorgelegt. Eine besondere Rolle fiel dem Rundfunk zu, mit dem es kein anderes Medium an Reichweite und Schnelligkeit aufnehmen konnte. Klar war, dass es mit dem Ziel einer Umorientierung der Bevölkerung weder ein Anknüpfen an die Weimarer Rundfunktradition noch an das NS-Propagandaradio geben konnte. Der Aufbau des NWDR vollzog sich in Anlehnung an die BBC, weil diese sich im Heimatland als unabhängiger Akteur in der Demokratie etabliert hatte. Die Personalpolitik der Rundfunkoffiziere im NWDR folgte dem Grundsatz der Indirect Rule: dass die richtigen Personen in den richtigen Positionen das richtige Programm produzieren. Die von den NWDR-Journalisten der britischen Ära als liberal charakterisierte Programmpolitik interessierte die Kontrolleure nur in zweiter Linie, da sie sie als Funktion in Abhängigkeit des Personals ansahen. Die zurückhaltende Zensur, die Freiräume bei der Gestaltung neuer Genres waren weniger großzügige Geste als Umsetzung des Re-education-Prinzips, den NWDR-Leuten zwar die gröbsten Denkfehler auszutreiben, sie darüber hinaus aber zu Experiment und Wahlfreiheit zu ermutigen. Dergestalt sollte die Meinungsvielfalt beim deutschen Zuhörer ankommen. Deutsche erziehen Deutsche zum demokratischen Denken so lautete die Formel der britischen Umerziehungspolitik.

BIBLIOGRAPHIC IDENTIFICATION Name and surname of the author: Mgr. Pavel Tichý Name of the dissertation: Re-education of children with motor difficulties of primary school age Workplace: FTVS UK, Department of Sport Games Supervisor of the work: Doc. PhDr. Vladimír Süss, Ph.D. Year of presentation: 2016 ABSTRACT Objective: The aim was to find out the possibility of the re-education of motor difficulties in children of primary school age and create a re-education intervention program, the aim of which is to reduce these difficulties. Subsequently, to verify whether the intervention program had an effect on the motor difficulties of the children. Method: The research was designed as a prospective intervention study where there were two combined orientations ofeducational research: quantative and qualitative. To solve the problem a research design was used, called Crossover Design (Wilmore et al., 2008, Thomas et al., 2005), which was conceived as an experiment with an intervention re-education program aimed at improving the motor difficulties of children. The quantative part of the research was focused on the assessment of motor skills and to detect motor problems in children of primary school age. MABC-2 (Henderson et al., 2007) battery of motor tests were used for this purpose. The qualitative part of the...

Made available in DSpace on 2016-08-17T13:54:21Z (GMT). No. of bitstreams: 1 SHEILA CRISTINA ROCHA COELHO.pdf: 2573480 bytes, checksum: 6f1f6e5eb0894b2932a87af23dd137d8 (MD5) Previous issue date: 2011-12-16 / The present study is an outcome of qualitative research carried out at the Center for Reeducation and Social Inclusion of Convicted Women CRSICW/CRISMA in São Luis, State of Maranhão, Brazil in the period of 2009 to 2010. The aim of the study was to investigate how the reeducation character of private penalty is organized and manifested in that institution. The objective unfolds into secondary ones as follows: to discuss studies which approach the reeducation proposal as the goal to the private penalty release; to analyze what treatment provided to women in the prison system setting; to identify the effects of confinement on the social identity of convicted women; to show how re-educatingactivities are organized at the Center for Reeducation and Social Inclusion of Convicted Women CRSICW/CRISMA; to identify how educative practices developed at CRSICW/CRISMA are manifested; to identify how the inmates perceive the institution re-educative work, and in what level they consider it to contribute to their social inclusion. Since the present work presents as the central issue the reflection on re-education in the prison environment, the analyses performed by Thompson (2002), Zaffaroni (2001), Baratta (2002) on the goals of penalty, are pertinent because they approach the implications of the penalty rehabilitating objective designated indistinctively of regeneration, re-adaptation, re-socialization, and re-education, taking into account that the prison environment borders on complex power relationships in a space characterized by all sorts of contradictions. We also present the contributions by Luckmanand Berger (1985) when dealing with primary and secondary socialization processes, which are important aspects for understanding the premise of the present study. Thus, the understanding that human beings are socially built, his character being unfinished and constituted along his lifetime, is the endpoint foundation of an education intended for humanizing and answering to the challenges posed by the prison reality. The study endeavored to understand that the convicted women at CRSICW/CRISMA observed the identity of good prisoners as a necessity to survive in prison and as a way of resisting to the criminal stigma, since this roll-play is not compatible with the desire to re-claim their social spaces. It was also verified that the women attribute greater importance to work and professional qualification than to schooling, since for them qualification prepares them for the job market representing, besides the opportunity to earn a wage, there is the possibility of penalty redeeming. Semi-structured interviews were used with a prison warden, a teacher and the Institution General Supervisor, and the application of Focal Group technique to inmates, as well as the study of pertinent bibliography, state, national, and international (FOUCAULT, 2008b)devices dealing with criminal enforcement with respect to assistance guaranteed to prisoners, educational assistance in especial, where we sought mainly to reveal the gender inequality traits in those discussions with respect to treatment of incarcerated women. / O presente trabalho é resultado de pesquisa qualitativa realizada no Centro de Reeducação e Inclusão Social de Mulheres Apenadas (CRISMA) de São Luís entre 2009 e 2010 com o objetivo investigar como se organiza e se manifesta o caráter reeducativo da pena privativa de liberdade naquela instituição. Esse objetivo se desdobra em outros secundários tais como: discutir estudos que abordam a proposta de reeducação como finalidade da pena privativa de liberdade; analisar qual o tratamento dado à mulher no contexto do sistema prisional; investigar a identidade que a mulher tem de si mesma e aquela que lhe é dada por outros; identificar os efeitos do encarceramento sobre a identidade social da mulher apenada; mostrar como se organiza a oferta de atividades reeducativas no CRISMA; identificar como se manifestam as práticas educativas desenvolvidas CRISMA; identificar como as detentas veem o trabalho reeducativo da instituição e em que medida elas consideram que este contribui para sua inclusão social. Uma vez que este trabalho apresenta como questão central a reflexão sobre reeducação no espaço prisional, as análises realizadas por Thompson (2002), Zaffaroni (2001) e Baratta (2002) sobre os fins da pena são pertinentes por abordarem as implicações do objetivo reabilitador da pena, designado indistintamente de regeneração, readaptação, ressocialização e reeducação, considerando que o ambiente carcerário remete a relações de poder complexas de um espaço caracterizado por contradições de toda ordem. Apresentamos também as contribuições de Berger e Luckman (1985) ao tratarem dos processos de socialização primária e secundária, aspecto importante para compreensão do termo nesse trabalho. Logo, o entendimento de que o ser humano é um ser socialmente construído, do seu caráter de inconcluso e inacabado que se constitui ao longo da sua existência, é a fundamentação dos fins de uma educação que se propõe a humanizar e responder aos desafios que se colocam na realidade penitenciária. A pesquisa sinalizou para entender que as mulheres apenadas do CRISMA absorveram a identidade de boas presas como necessidade de sobrevivência na prisão e como forma de resistência ao estigma de criminosas, pois a representação desse papel é incompatível com o desejo de restabelecer os seus espaços de pertencimento social. Verificou-se também que as mulheres atribuem à qualificação profissional e ao trabalho maior importância que a instrução escolar, pois, para elas, a qualificação as instrumentaliza para o mercado de trabalho e representa além da oportunidade de remuneração, possibilidade de remir a pena. O ciclo da pesquisa deu-se mediante a realização de entrevistas semiestruturadas com uma agente penitenciária, uma professora e a supervisora geral da instituição e a aplicação da técnica Grupo Focal junto às detentas, bem como o estudo da bibliografia pertinente, exame dos dispositivos (FOUCAULT, 2008b) em âmbito internacional, nacional e estadual que norteia a execução da penal, no que se refere às assistências que são asseguradas à detenta, especificamente à assistência educacional, onde buscamos principalmente desvelar nesses discursos as marcas das desigualdades de gênero no tratamento da mulher encarcerada.

BIBLIOGRAPHIC IDENTIFICATION Name and surname of the author: Mgr. Pavel Tichý Name of the dissertation: Re-education of children with motor difficulties of primary school age Workplace: FTVS UK, Department of Sport Games Supervisor of the work: Doc. PhDr. Vladimír Süss, Ph.D. Year of presentation: 2016 ABSTRACT Objective: The aim was to find out the possibility of the re-education of motor difficulties in children of primary school age and create a re-education intervention program, the aim of which is to reduce these difficulties. Subsequently, to verify whether the intervention program had an effect on the motor difficulties of the children. Method: The research was designed as a prospective intervention study where there were two combined orientations ofeducational research: quantative and qualitative. To solve the problem a research design was used, called Crossover Design (Wilmore et al., 2008, Thomas et al., 2005), which was conceived as an experiment with an intervention re-education program aimed at improving the motor difficulties of children. The quantative part of the research was focused on the assessment of motor skills and to detect motor problems in children of primary school age. MABC-2 (Henderson et al., 2007) battery of motor tests were used for this purpose. The qualitative part of the...