No / The diagnosis of hallucination for unusual perceptions such as deathbed visions, near-death experiences, or visions of the bereaved, is unhelpful in palliative medicine both academically and clinically. This paper reviews the broad prevalence data about unusual perceptions in the general population as to identifying the more narrow epidemiological source from which the much smaller focus on hallucinations seem to emerge. Major debates and limitations of current hallucination research are reviewed to show that current academic and clinical certainties are largely confined to unusual perceptions that can be readily linked to psychopathology, quite specific organic disease states and psychoactive drug use. Current state-of-the-art in hallucination studies does not warrant broad or uncritical use of this type of diagnosis in end-of-life care. Conclusions from interdisciplinary (as opposed to single discipline) hallucination studies suggest that the way forward for clinical and research work in palliative medicine may lie in a more biographical and cultural approach to unusual perceptions at the end of life.

O presente estudo tem como objetivo analisar o olhar do professor da Educação Básica sobre ações de promoção da saúde na escola desenvolvidas por licenciandos em enfermagem. Tais ações, atendendo as exigências do Sistema Único de Saúde e das Diretrizes Curriculares do Curso de Enfermagem, podem constituir-se como referência para a criação de espaços compartilhados entre educação e saúde na escola. Constituem-se objetivos específicos da pesquisa: identificar as concepções dos professores sobre promoção da saúde; analisar os significados atribuídos pelos professores às ações dos licenciandos em enfermagem na escola; analisar as relações apresentadas pelos professores entre educação e saúde na escola. Trata-se de um estudo qualitativo de abordagem teórica-metodológica histórico-cultural. Foi desenvolvido em três escolas públicas de uma cidade do interior paulista, denominadas aqui de Escola do Jardim, Escola do Lago e Escola do Bosque. Vinte e oito professores participaram dos encontros de grupo focal, sendo realizados dois em cada escola, com a presença em média de seis professores por encontro. Os dados foram analisados, resultando nas seguintes unidades temáticas: Concepção dos professores sobre promoção da saúde; Papel da escola versus papel dos profissionais da saúde; Práticas educativas dos professores versus práticas educativas dos licenciandos; Parceria possível: educação e saúde. Os resultados indicaram: o conceito de promoção da saúde não faz parte do cotidiano das práticas escolares e tem associação direta com o conceito de saúde ligado à prevenção de doenças, numa visão higienista, indicando necessidade de maior compreensão sobre a noção de saúde e a ampliação de conhecimento sobre seus cuidados; contribuições dos enfermeiros licenciandos em relação aos conhecimentos e metodologia para a educação em saúde; prática de promoção da saúde como uma complementariedade do conhecimento desenvolvido na escola pelos professores contribuindo com a aprendizagem e favorecendo a zona de desenvolvimento proximal dos envolvidos a partir ações pedagógicas planejadas e orientadas numa perspectiva histórico-crítica. Apontam para a importância de elementos mediadores de conhecimento sobre saúde para alunos, familiares e professores, possíveis de serem efetivados na parceria intersetorial de Saúde e Educação / The aim of the present study was to analyze the view of basic education teachers on the health promotion actions developed by nursing undergraduate students at schools. These actions, in compliance with the demands of the Brazilian Unified Health System and the Curricular Guidelines of the Nursing Program, can represent a reference for the creation of shared spaces for education and health at schools. The specific objectives of this study were to identify the conceptions of teachers on health promotion; analyze the meanings attributed by teachers to the actions of the nursing undergraduates at the studied schools; and analyze the relationships presented by the teachers between education and health at the schools. This was a qualitative study, using a historical-cultural theoretical and methodological approach, which was developed in three public schools in a city in the state of São Paulo, hereinafter called Escola do Jardim, Escola do Lago and Escola do Bosque. A total of 28 teachers participated in focus group meetings, with two meetings taking place in each school with the attendance of six teachers per meeting, on average. The data were analyzed, resulting in the following thematic units: Teachers\' conceptions on health promotion; Schools\' role versus health professionals\' role; Educational practices of teachers versus education practices of undergraduates; Possible partnership between education and health. The results showed that the concept of health promotion is not part of the routine of school practices and has a direct association with the health concept, related to the prevention of diseases, from a hygienist perspective, indicating the need for better understanding the notion of health and for broadening knowledge on care; the contributions of nursing undergraduates in relation to the knowledge and methodology of health education; health promotion practice as supplementary knowledge developed at school by the teachers, contributing to learning and favoring the zone of proximal development of those involved based on pedagogical actions that are planned and guided from a historical- critical perspective. Our findings point to the importance of mediating elements for knowledge on the health of students, family members and teachers, which can be developed in an intersectoral partnership between health and education

<p><strong>Introduction:</strong> In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school.</p><p><strong>Purpose: </strong>The purpose of the study was to illustrate how educators go about it when they face bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers’ treatment of bilingual children in the mono-cultural pre-school class and in the multicultural pre-school.</p><p><strong>Theories: </strong>The theory is linked to the concepts like operation mode, inter-cultural approaches and communications.</p><p><strong>Methodology:</strong> The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of bilingual children to discover different approaches to meet the bilingual children.</p><p><strong>Conclusion: </strong>The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers’ treatment leads to a growing confidence in the children and knowledge for the cultural background.</p>

Introduction: In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school. Purpose: The purpose of the study was to illustrate how educators go about it when they face bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers’ treatment of bilingual children in the mono-cultural pre-school class and in the multicultural pre-school. Theories: The theory is linked to the concepts like operation mode, inter-cultural approaches and communications. Methodology: The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of bilingual children to discover different approaches to meet the bilingual children. Conclusion: The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers’ treatment leads to a growing confidence in the children and knowledge for the cultural background.

The aim of the study is to analyse the learning process of the Dorze weaving in Ethiopia and its implications on Education for Sustainable Development, ESD. My two main questions are: 1. How do the Dorze understand their learning process in weaving? 2. What conclusions concerning education for sustainable development applied on textile handicraft can be drawn from the findings of my case study?   In order to answer these questions I have made a field study on the Dorze (the weavers) in Addis Ababa in Ethiopia for 10 weeks. The study has a socio-cultural and narrative approach and the method used are interviews, observations and review of documents. The result is presented in a “metastory” where I retell the stories and introduce the results of the study and that gives answers to question 1. UNESCO’s recommendations on ESD are used to analyse the findings and give the answer to question 2. The result shows that the learning process depends on the environment with its people, who have gathered knowledge of raw material and techniques for generations but the latter also needs to develop to meet new challenges. “Shiro Meda” is the centre of learning. To grow up in “Shiro Meda” it becomes natural to work with textile production, accept a special lifestyle with clear gender differences and a hierarchical structure. The educational model of spinning and twisting are “learning by doing”, whereas young boys start practising weaving under the leadership of an older teacher step by step.   From an ESD perspective the Dorze education is holistic, practical, individualized, and contains some problem solving even if the students are not participating in decisions on how they learn. The education is highly integrated in the daily life of the weaving community and is also relevant to the surrounding local community. Moreover the education transfers a historical legacy of cultural continuity, and has shown itself to be dynamic and adaptable to change. A weakness in this traditional knowledge system is the low profit the weavers are making and the set hierarchical and gender rules which need to be developed in order to be sustainable for future challenges. The final discussion highlights the relevance of my findings for a Swedish learning context. / 2010ht4661

Esta pesquisa aborda a construção de conhecimento em situação de interação em grupo a partir de uma intervenção educativa financeira realizada em um contexto popular da cidade de Porto Alegre capital do Rio Grande do Sul. Em 13 encontros foi realizado curso com sete mulheres idosas no qual abordamos o uso do dinheiro e do crédito consignado. As participantes, com idades entre 59 e 78 anos, têm de um a oito anos de escolarização e uma renda mensal - procedente de aposentadorias, pensões, benefícios sociais e trabalhos domésticos - que não ultrapassa o valor de dois salários mínimos. Esta pesquisa participante foi fundamentada em princípios da educação popular e da abordagem histórico-cultural. A partir de metodologia qualitativa, a principal estratégia de produção de materiais empíricos foi o registro de situações interativas entre as educadoras e as participantes do curso através de um gravador de voz e um diário de campo. O elemento de descrição de dados foi a interação verbal entre as participantes. Com o objetivo de descrever e explicar a apropriação de conhecimentos foram analisadas 65 interações do curso. As mulheres construíram estratégias de controle financeiro a partir da reflexão sobre as suas relações com o dinheiro, práticas de consumo e possibilidades financeiras. Além disso, evidenciaram que a compreensão das taxas dos empréstimos favorece a problematização das estratégias de marketing e da qualidade das informações dos produtos financeiros na sociedade contemporânea. Os resultados do estudo sinalizam que a construção coletiva de significados potencializa conexões conceituais que possibilitam a ampliação da leitura de mundo das pessoas. Apropriado de informações, de conceitos e de sentidos negociados coletivamente, o sujeito apodera-se de si, engendrando posturas mais reflexivas. Foi possível perceber algumas operações mentais que relacionaram imagem e conceito provocando o desenvolvimento de processos de pensamentos mais complexos como: a imaginação de situações de consumo, representações gráficas nas explicações e a criação de metáforas. A presença da oposição e da pergunta foram considerados elementos que desempenharam importante papel nos processos de coconstrução do pensamento e nas atitudes metacognitivas. Para as mulheres, a relação pedagógica propicia a aprendizagem quando fundada no diálogo e no respeito às diferenças existentes entre os interlocutores, de modo que cria espaços para a participação que acontece na reciprocidade e na colaboração. / This study investigates the construction of knowledge in a situation of group interaction through a financial educative intervention in a popular context in Porto Alegre, capital of the State of Rio Grande do Sul. During 13 meetings we took into effect a course with seven elderly women in which we discussed the usage of money and the “withholding credit”. The participants, between 59 and 78 years old, had been in school from one to eight years and a monthly income which comes from retirement, pensions, social benefits and housework, not higher than two minimum wages. This participative research was based on principles of the popular education and the historical-cultural approach. Based upon qualitative methodology the major strategy applied for production of empirical materials was the recording of interactive situations between educators and participants of the course on a voice recorder and also a filed diary. The element of data description was a verbal interaction among the participants. Sixty-five verbal interactions were analyzed with the aim of describing and explaining the appropriation of knowledge. The women have constructed financial control strategies based on reflection of their relation with money, consumption practices and financial possibilities. Besides, they have showed that understanding the loan fees favors raise questions about marketing strategies and the quality of information from financial products in the contemporary society. The results of the study point out that the collective construction of means empowers conceptual connections which allow the enlargement of people’s reading of the world. Endowed with information, concepts and collectively negotiated senses, the individual has the power of himself, producing a more flexible posture. It was possible to notice some mental operations that associated image and concept, fostering the development of more complex processes of thinking: the imagination of consumption situations, the graphic representations in the explanation and the creation of metaphors. The presence of opposition and questions were considered elements that performed an important role in the processes of co construction of thinking and in the metacognitive attitudes. For the women, the pedagogical relation contributes to the learning processes when based on dialogue and respect to the existent differences among the interlocutors, in order to create spaces to the participation that happens in the reciprocity and collaboration.

Esta pesquisa aborda a construção de conhecimento em situação de interação em grupo a partir de uma intervenção educativa financeira realizada em um contexto popular da cidade de Porto Alegre capital do Rio Grande do Sul. Em 13 encontros foi realizado curso com sete mulheres idosas no qual abordamos o uso do dinheiro e do crédito consignado. As participantes, com idades entre 59 e 78 anos, têm de um a oito anos de escolarização e uma renda mensal - procedente de aposentadorias, pensões, benefícios sociais e trabalhos domésticos - que não ultrapassa o valor de dois salários mínimos. Esta pesquisa participante foi fundamentada em princípios da educação popular e da abordagem histórico-cultural. A partir de metodologia qualitativa, a principal estratégia de produção de materiais empíricos foi o registro de situações interativas entre as educadoras e as participantes do curso através de um gravador de voz e um diário de campo. O elemento de descrição de dados foi a interação verbal entre as participantes. Com o objetivo de descrever e explicar a apropriação de conhecimentos foram analisadas 65 interações do curso. As mulheres construíram estratégias de controle financeiro a partir da reflexão sobre as suas relações com o dinheiro, práticas de consumo e possibilidades financeiras. Além disso, evidenciaram que a compreensão das taxas dos empréstimos favorece a problematização das estratégias de marketing e da qualidade das informações dos produtos financeiros na sociedade contemporânea. Os resultados do estudo sinalizam que a construção coletiva de significados potencializa conexões conceituais que possibilitam a ampliação da leitura de mundo das pessoas. Apropriado de informações, de conceitos e de sentidos negociados coletivamente, o sujeito apodera-se de si, engendrando posturas mais reflexivas. Foi possível perceber algumas operações mentais que relacionaram imagem e conceito provocando o desenvolvimento de processos de pensamentos mais complexos como: a imaginação de situações de consumo, representações gráficas nas explicações e a criação de metáforas. A presença da oposição e da pergunta foram considerados elementos que desempenharam importante papel nos processos de coconstrução do pensamento e nas atitudes metacognitivas. Para as mulheres, a relação pedagógica propicia a aprendizagem quando fundada no diálogo e no respeito às diferenças existentes entre os interlocutores, de modo que cria espaços para a participação que acontece na reciprocidade e na colaboração. / This study investigates the construction of knowledge in a situation of group interaction through a financial educative intervention in a popular context in Porto Alegre, capital of the State of Rio Grande do Sul. During 13 meetings we took into effect a course with seven elderly women in which we discussed the usage of money and the “withholding credit”. The participants, between 59 and 78 years old, had been in school from one to eight years and a monthly income which comes from retirement, pensions, social benefits and housework, not higher than two minimum wages. This participative research was based on principles of the popular education and the historical-cultural approach. Based upon qualitative methodology the major strategy applied for production of empirical materials was the recording of interactive situations between educators and participants of the course on a voice recorder and also a filed diary. The element of data description was a verbal interaction among the participants. Sixty-five verbal interactions were analyzed with the aim of describing and explaining the appropriation of knowledge. The women have constructed financial control strategies based on reflection of their relation with money, consumption practices and financial possibilities. Besides, they have showed that understanding the loan fees favors raise questions about marketing strategies and the quality of information from financial products in the contemporary society. The results of the study point out that the collective construction of means empowers conceptual connections which allow the enlargement of people’s reading of the world. Endowed with information, concepts and collectively negotiated senses, the individual has the power of himself, producing a more flexible posture. It was possible to notice some mental operations that associated image and concept, fostering the development of more complex processes of thinking: the imagination of consumption situations, the graphic representations in the explanation and the creation of metaphors. The presence of opposition and questions were considered elements that performed an important role in the processes of co construction of thinking and in the metacognitive attitudes. For the women, the pedagogical relation contributes to the learning processes when based on dialogue and respect to the existent differences among the interlocutors, in order to create spaces to the participation that happens in the reciprocity and collaboration.

This project formulates an original psycho-cultural approach by studying the cultural and therapeutic value of Gok Wan’s makeover series How To Look Good Naked. Through an in-depth application of Donald Woods Winnicott’s object relations psychoanalysis to the textual narratives of the makeover show, and by developing a viewing method that derives from psychoanalytic training on observation, this thesis offers an account of the affective impact of Gok Wan’s popular makeover phenomenon. This thesis addresses key themes and elements that signal the evolution of British makeover television and identifies how Gok Wan’s format and strategies chime with what has widely been hailed as a particularly ‘therapeutic’ moment in popular culture. The emblematic features of Gok Wan’s rendition of the makeover format highlights its potential positive outcomes by examining the articulation of current embodied feminine subjective experiences, in order to interrogate the complex relationship between postfeminism and therapeutic discourse. This thesis recognises that the therapeutic opportunity of Gok Wan’s method lies in the transformational process by creating emotionally constructive spaces where the articulation of experiences leads to inner self-discovery. Playful mechanisms of creativity are central to Gok Wan’s empathetic approach to working with participants to enable transformation, reflecting a number of key themes in object relations psychoanalysis and its understanding of self-experience. The opportunities afforded to participants for self-interpretation create a useful platform to reflect on Gok Wan’s role, who has been candid about the parallels between his own emotional experience and that of his participants. Psychoanalytic models of transference and countertransference indicate how this dynamic challenges dominant notions of the makeover expert as omnipotent. This project demonstrates the value of object relations psychoanalysis for critical interventions in the field of media, cultural and feminist studies in order to provide a deeper understanding of the affective impact of makeover television in shaping notions of subjective experience.

O presente estudo tem como objetivo analisar o olhar do professor da Educação Básica sobre ações de promoção da saúde na escola desenvolvidas por licenciandos em enfermagem. Tais ações, atendendo as exigências do Sistema Único de Saúde e das Diretrizes Curriculares do Curso de Enfermagem, podem constituir-se como referência para a criação de espaços compartilhados entre educação e saúde na escola. Constituem-se objetivos específicos da pesquisa: identificar as concepções dos professores sobre promoção da saúde; analisar os significados atribuídos pelos professores às ações dos licenciandos em enfermagem na escola; analisar as relações apresentadas pelos professores entre educação e saúde na escola. Trata-se de um estudo qualitativo de abordagem teórica-metodológica histórico-cultural. Foi desenvolvido em três escolas públicas de uma cidade do interior paulista, denominadas aqui de Escola do Jardim, Escola do Lago e Escola do Bosque. Vinte e oito professores participaram dos encontros de grupo focal, sendo realizados dois em cada escola, com a presença em média de seis professores por encontro. Os dados foram analisados, resultando nas seguintes unidades temáticas: Concepção dos professores sobre promoção da saúde; Papel da escola versus papel dos profissionais da saúde; Práticas educativas dos professores versus práticas educativas dos licenciandos; Parceria possível: educação e saúde. Os resultados indicaram: o conceito de promoção da saúde não faz parte do cotidiano das práticas escolares e tem associação direta com o conceito de saúde ligado à prevenção de doenças, numa visão higienista, indicando necessidade de maior compreensão sobre a noção de saúde e a ampliação de conhecimento sobre seus cuidados; contribuições dos enfermeiros licenciandos em relação aos conhecimentos e metodologia para a educação em saúde; prática de promoção da saúde como uma complementariedade do conhecimento desenvolvido na escola pelos professores contribuindo com a aprendizagem e favorecendo a zona de desenvolvimento proximal dos envolvidos a partir ações pedagógicas planejadas e orientadas numa perspectiva histórico-crítica. Apontam para a importância de elementos mediadores de conhecimento sobre saúde para alunos, familiares e professores, possíveis de serem efetivados na parceria intersetorial de Saúde e Educação / The aim of the present study was to analyze the view of basic education teachers on the health promotion actions developed by nursing undergraduate students at schools. These actions, in compliance with the demands of the Brazilian Unified Health System and the Curricular Guidelines of the Nursing Program, can represent a reference for the creation of shared spaces for education and health at schools. The specific objectives of this study were to identify the conceptions of teachers on health promotion; analyze the meanings attributed by teachers to the actions of the nursing undergraduates at the studied schools; and analyze the relationships presented by the teachers between education and health at the schools. This was a qualitative study, using a historical-cultural theoretical and methodological approach, which was developed in three public schools in a city in the state of São Paulo, hereinafter called Escola do Jardim, Escola do Lago and Escola do Bosque. A total of 28 teachers participated in focus group meetings, with two meetings taking place in each school with the attendance of six teachers per meeting, on average. The data were analyzed, resulting in the following thematic units: Teachers\' conceptions on health promotion; Schools\' role versus health professionals\' role; Educational practices of teachers versus education practices of undergraduates; Possible partnership between education and health. The results showed that the concept of health promotion is not part of the routine of school practices and has a direct association with the health concept, related to the prevention of diseases, from a hygienist perspective, indicating the need for better understanding the notion of health and for broadening knowledge on care; the contributions of nursing undergraduates in relation to the knowledge and methodology of health education; health promotion practice as supplementary knowledge developed at school by the teachers, contributing to learning and favoring the zone of proximal development of those involved based on pedagogical actions that are planned and guided from a historical- critical perspective. Our findings point to the importance of mediating elements for knowledge on the health of students, family members and teachers, which can be developed in an intersectoral partnership between health and education

Esta pesquisa aborda a construção de conhecimento em situação de interação em grupo a partir de uma intervenção educativa financeira realizada em um contexto popular da cidade de Porto Alegre capital do Rio Grande do Sul. Em 13 encontros foi realizado curso com sete mulheres idosas no qual abordamos o uso do dinheiro e do crédito consignado. As participantes, com idades entre 59 e 78 anos, têm de um a oito anos de escolarização e uma renda mensal - procedente de aposentadorias, pensões, benefícios sociais e trabalhos domésticos - que não ultrapassa o valor de dois salários mínimos. Esta pesquisa participante foi fundamentada em princípios da educação popular e da abordagem histórico-cultural. A partir de metodologia qualitativa, a principal estratégia de produção de materiais empíricos foi o registro de situações interativas entre as educadoras e as participantes do curso através de um gravador de voz e um diário de campo. O elemento de descrição de dados foi a interação verbal entre as participantes. Com o objetivo de descrever e explicar a apropriação de conhecimentos foram analisadas 65 interações do curso. As mulheres construíram estratégias de controle financeiro a partir da reflexão sobre as suas relações com o dinheiro, práticas de consumo e possibilidades financeiras. Além disso, evidenciaram que a compreensão das taxas dos empréstimos favorece a problematização das estratégias de marketing e da qualidade das informações dos produtos financeiros na sociedade contemporânea. Os resultados do estudo sinalizam que a construção coletiva de significados potencializa conexões conceituais que possibilitam a ampliação da leitura de mundo das pessoas. Apropriado de informações, de conceitos e de sentidos negociados coletivamente, o sujeito apodera-se de si, engendrando posturas mais reflexivas. Foi possível perceber algumas operações mentais que relacionaram imagem e conceito provocando o desenvolvimento de processos de pensamentos mais complexos como: a imaginação de situações de consumo, representações gráficas nas explicações e a criação de metáforas. A presença da oposição e da pergunta foram considerados elementos que desempenharam importante papel nos processos de coconstrução do pensamento e nas atitudes metacognitivas. Para as mulheres, a relação pedagógica propicia a aprendizagem quando fundada no diálogo e no respeito às diferenças existentes entre os interlocutores, de modo que cria espaços para a participação que acontece na reciprocidade e na colaboração. / This study investigates the construction of knowledge in a situation of group interaction through a financial educative intervention in a popular context in Porto Alegre, capital of the State of Rio Grande do Sul. During 13 meetings we took into effect a course with seven elderly women in which we discussed the usage of money and the “withholding credit”. The participants, between 59 and 78 years old, had been in school from one to eight years and a monthly income which comes from retirement, pensions, social benefits and housework, not higher than two minimum wages. This participative research was based on principles of the popular education and the historical-cultural approach. Based upon qualitative methodology the major strategy applied for production of empirical materials was the recording of interactive situations between educators and participants of the course on a voice recorder and also a filed diary. The element of data description was a verbal interaction among the participants. Sixty-five verbal interactions were analyzed with the aim of describing and explaining the appropriation of knowledge. The women have constructed financial control strategies based on reflection of their relation with money, consumption practices and financial possibilities. Besides, they have showed that understanding the loan fees favors raise questions about marketing strategies and the quality of information from financial products in the contemporary society. The results of the study point out that the collective construction of means empowers conceptual connections which allow the enlargement of people’s reading of the world. Endowed with information, concepts and collectively negotiated senses, the individual has the power of himself, producing a more flexible posture. It was possible to notice some mental operations that associated image and concept, fostering the development of more complex processes of thinking: the imagination of consumption situations, the graphic representations in the explanation and the creation of metaphors. The presence of opposition and questions were considered elements that performed an important role in the processes of co construction of thinking and in the metacognitive attitudes. For the women, the pedagogical relation contributes to the learning processes when based on dialogue and respect to the existent differences among the interlocutors, in order to create spaces to the participation that happens in the reciprocity and collaboration.