The aim of the study was to investigate how teachers of English in secondary schools experience the challenge of adapting their instruction to meet their students’ differences and needs as learners. Its ultimate purpose was to provide useful information for the development of English teaching and learning practices. As a means to achieve this, six active secondary school teachers of English, working at different schools located in Central Sweden, were interviewed. The method used to collect data was semi-structured interviews, rendering the study qualitative in nature. The concrete research questions posed were the following: What attitudes do the English teachers have towards ability grouping? How do the English teachers experience the challenge of instructing students with different needs as learners? The results indicated that there were rather divergent attitudes among the teachers towards ability grouping. Although, most participants could see that ability grouping would be advantageous in the sense that it would facilitate the teaching situation. A one-size-fits-all type of instruction seemed to be employed by most teachers in the study, where “tailoring” was used to adapt instruction. The study concluded that there were some teachers who seemed to face these challenges more effectively than others, which was also visible in the way they perceived their success in doing so.

Recent technological developments are bringing about substantial changes that are converting traditional distribution networks into "smart" distribution networks. In particular, it is possible to observe seamless integration of Information and Communication Technologies (ICTs), including the widespread installation of automatic equipment, smart meters, etc. The increased automation facilitates active network management, interaction between market actors and demand side participation. If we also consider the increasing penetration of distributed generation, renewables and various emerging technologies such as storage and dynamic rating, it can be argued that the capacity of distribution networks should not only depend on conventional asset. In this context, taking into account uncertain load growth and ageing infrastructure, which trigger network investments, the above-mentioned advancements could alter and be used to improve the network design philosophy adopted so far. Hitherto, in fact, networks have been planned according to deterministic and conservative standards, being typically underutilised, in order for capacity to be available during emergencies. This practice could be replaced by a corrective philosophy, where existing infrastructure could be fully unlocked for normal conditions and distributed energy resources could be used for post fault capacity services. Nonetheless, to thoroughly evaluate the contribution of the resources and also to properly model emergency conditions, a probabilistic analysis should be carried out, which captures the stochasticity of some technologies, the randomness of faults and, thus, the risk profile of smart distribution networks. The research work in this thesis proposes a variety of post fault capacity services to increase distribution network utilisation but also to provide reliability support during emergency conditions. In particular, a demand response (DR) scheme is proposed where DR customers are optimally disconnected during contingencies from the operator depending on their cost of interruption. Additionally, time-limited thermal ratings have been used to increase network utilisation and support higher loading levels. Besides that, a collaborative operation of wind farms and electrical energy storage is proposed and evaluated, and their capacity contribution is calculated through the effective load carrying capability. Furthermore, the microgrid concept is examined, where multi-generation technologies collaborate to provide capacity services to internal customers but also to the remaining network. Finally, a distributed software infrastructure is examined which could be effectively used to support services in smart grids. The underlying framework for the reliability analysis is based on Sequential Monte Carlo Simulations, capturing inter-temporal constraints of the resources (payback effects, dynamic rating, DR profile, storage remaining available capacity) and the stochasticity of electrical and ICT equipment. The comprehensive distribution network reliability analysis includes network reconfiguration, restoration process, and ac power flow calculations, supporting a full risk analysis and building the risk profile for the arising smart distribution networks. Real case studies from ongoing project in England North West demonstrate the concepts and tools developed and provide noteworthy conclusions to network planners, including to inform design of DR contracts.

This study brings into discussion the differentiated schools for the indigenous people Jiripancó, located near the city of Pariconha in high backlands Alagoano. It discusses the writing of history as a way to understand the relationship between theory and practice in the research process, particularly the history of the Indians. It discusses the issue of culture and identity as crucial concepts in understanding the issues related to education of the community under study here. It reflects on memory, identity, culture and indigenous knowledge and experience retained in the oral and the relationship - tense - with the writing, enhanced by the learning school. It Locates geographically the Jiripancó indigenous people as an attempt to understand the human relationship with space and time. It describes and analyzes various forms of indigenous education, the symbols used in rituals, the festivals, the sacrifices, in order to survive and the ways of living. It displays the memory formation of a witchdoctor and a Chef (cacique) Jiripancó to understand in a more concrete way the people here treated. It Shows such indigenous school memory record works proposed to be used in the classroom, taking care of it in order to preserve this cultural universe. With this proposal calls for discussion on the history teaching at José Carapina School which main core must be mediation between the forms of living of indigenous people and knowledge made universally. It finalizes the text weaving criticism of the emptiness of the experience of indigenous culture and this type of education, trying to warn that the school does not become yet another element capable of undermining the power of this rich and complex cultural universe of the indigenous people. / O presente estudo põe em discussão a escola diferenciada destinada ao povo indígena Jiripancó, localizado próximo ao município de Pariconha no alto sertão alagoano. Discute a escrita da história como forma de compreender a relação entre teoria e prática no processo de investigação, em particular da história dos indígenas. Põe em debate a problemática da cultura e da identidade, considerados conceitos essenciais para o entendimento das questões relacionadas à educação da comunidade aqui em estudo. Reflete sobre a memória, a identidade e a cultura indígena como conhecimento e experiência mantida na oralidade e na relação tensa com a escrita, valorizada pelo aprendizado escolar. Localiza geograficamente o povo indígena Jiripancó, como tentativa de compreender a relação do humano com o espaço e o tempo. Descreve e analisa formas diversas do educar indígena, as simbologias empregadas nos rituais, nas festas, nos sacrifícios, no meio de sobrevivência e nas formas de convivência. Apresenta a memória de formação de um pajé e um cacique Jiripancó, a fim de compreender de forma mais concreta este povo aqui tratado. Indica tais registros da memória indígena como proposta de trabalho escolar a ser utilizado em sala de aula, e assim cuidar de preservar este universo cultural. Com a referida proposta, põe em discussão o ensino de história na escola indígena José Carapina, cujo núcleo central deve ser uma mediação entre as formas de convivência do povo indígena e o saber elaborado universalmente. Finaliza o texto tecendo críticas ao esvaziamento da experiência e da cultura indígena nesta modalidade de ensino, cuidando de alertar para que a escolarização não se transforme em mais um elemento capaz de minar a força deste rico e complexo universo cultural do povo indígena.

Este trabalho traz como eixo central o entendimento das diferentes formas de intervenção do Estado por meio de políticas públicas de reordenamento agrário e sua influência no processo de obtenção e utilização da renda agrícola. Desta forma, entendendo até quando as políticas públicas, especificamente aquelas destinadas ao reordenamento agrário, devem observar a ordem local, visto que esta ordem é construída de maneira a atender as necessidades destas sociedades, trazendo como hipótese de encaminhamento e solução a diferenciação das políticas atendendo as peculiaridades sociais. Tem como objetivo geral compreender como as diferentes políticas públicas destinadas ao desenvolvimento rural, especificamente as políticas de reordenamento agrário tem influenciado o processo de geração de renda (agrícola e de autoconsumo) em contextos culturais e de organização produtiva diversificada em três comunidades rurais do município de Presidente Juscelino/MA, sendo elas: Boa Vista dos Pinhos, Juçaral dos Pretos e Folhal. A metodologia utilizada para a realização deste trabalho foi inicialmente o levantamento histórico dos sistemas agrários, visando a compreensão da estrutura agrária e social em questão, posteriormente em outro momento do trabalho foram aplicados questionários semiestruturados com o objetivo de obter dados quanti qualitativos sobre o processo de geração da renda monetária, auto consumo, sendo encontrado nesse momento uma nova forma de ganhos conseguidos por meio da organização e da manutenção da estrutura social. Levando-se em conta referenciais antropológicos efetuou-se uma leitura do processo por meio da produção de farinha como eixo norteador e gerador das condições necessárias para produzir desenvolvimento. / This work has as central axis to understanding the different forms of State intervention, through public policies of agrarian reordering and its influence in the process of obtaining and using agricultural income. In this way, understanding even when public policies, specifically those aimed at agrarian reordering, must obey the local order. Since this order is constructed in such way as to meet the needs of these societies, bringing as a hypothesis of routing and solution the differentiation of the Policies taking into account social peculiarities. With the general objective of understanding how the different public policies aimed at rural development, specifically agrarian reordering policies, have influenced the process of income generation (agricultural and self-consumption) in cultural contexts and of diverse productive organization in three rural communities of the municipality of Presidente Juscelino/MA, being Boa Vista dos Pinhos, Juçaral dos Pretos and Folhal. The methodology used to carry out this work was initially the historical survey of the agrarian systems, with a view to understanding the agrarian and social structure in question, Later in another moment of the work, semistructured questionnaires were applied with the objective to obtaining qualitative and quantitative data on the process of generating monetary income. Self consumption, being found in this moment a new form of gains obtained through the organization and maintenance of the formal structure. Taking into account anthropological references was made reading of the process through the production of flour as a guiding axis and generator of the necessary conditions to generate development.

abstract: This action research addressed teacher effectiveness in supporting students’ critical thinking skills by implementing differentiated instructional strategies in eight 3rd- and 4th-grade, self-contained, inclusive classrooms. This study addressed how third- and fourth-grade teachers perceived their instructional effectiveness, how differentiated instructional strategies influence third- and fourth-grade teachers, and how third- and fourth-grade teachers make further use of differentiated instruction to support students’ critical thinking skills across cultures, linguistics, and achievement levels to increase student achievement. Out of the enrollment in a southwest Phoenix elementary school, there was a 35% mobility rate; 76%, free and reduced lunches; 35%, Spanish-speaking homes; 10%, ELL services; and 10%, special education. The school was comprised of 52 certified teachers, out of which there were five related arts teachers, and four teachers who served gifted and special education students. Participants included all eight third- and fourth-grade teachers, 75% female and 25% males; 75% identified as Caucasian and 25% Hispanic/Latina, middle-class citizens. Professional development training was provided to these eight individual teachers during four months on differentiated instructional strategies to support students’ critical thinking. At this study’s beginning, these teachers perceived an obstacle to supporting students’ critical thinking as they struggled to learn new curriculums. Persevering through this challenge, teachers discovered success by implementing design-thinking, developing students’ growth mindsets, and utilizing cultural responsive teaching. These teachers identified three differentiated instructional strategies which impacted students’ academic progress: instructional scaffolds, collaborative group work, and project-based learning. Building upon linguistic responsive teaching, cultural responsive teaching, and Vygotsky’s socio-cultural theory, teachers revealed how to support students’ critical thinking through the use of graphic organizers, sentence frames, explicit instructions, growth mindsets, cultural references, and grouping structures. In addition, the outcomes demonstrated teachers can make further use of differentiated instruction by focusing on instructional groups, teachers’ mindsets, and methods for teaching accelerated learners. This study’s results have implications on teachers’ perception toward using differentiated instructional strategies as a viable method to support the multiple ways all students learn. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Submitted by GLACIELMA DE FÁTIMA DA SILVA null (silvaglacielma@hotmail.com) on 2018-03-01T01:34:07Z No. of bitstreams: 1 Final- para submissão com ficha.pdf: 1037255 bytes, checksum: a249f56ddcabbc26e6b0ea8aa46d1a43 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-01T14:17:32Z (GMT) No. of bitstreams: 1 silva_gf_me_mar.pdf: 1037255 bytes, checksum: a249f56ddcabbc26e6b0ea8aa46d1a43 (MD5) / Made available in DSpace on 2018-03-01T14:17:32Z (GMT). No. of bitstreams: 1 silva_gf_me_mar.pdf: 1037255 bytes, checksum: a249f56ddcabbc26e6b0ea8aa46d1a43 (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta pesquisa foi levantar a produção bibliográfica que trata do ensino de História para estudantes com deficiência intelectual. Nosso objetivo específico foi pesquisar se didáticas diferenciadas estão sendo propostas para o ensino de História e se estas poderiam favorecer a aprendizagem destes estudantes. A Teoria Histórico-Cultural forneceu-nos alguns conceitos para a reflexão sobre as possibilidades de aprendizagem deles e da importância da História, como disciplina escolar, para o desenvolvimento destes estudantes. Efetuamos o levantamento bibliográfico com a análise das produções acadêmicas em nível de mestrado e de doutorado na área do ensino de História para estudantes com deficiência intelectual, no período compreendido entre os anos de 2005 e 2016, produzidas no Brasil. A coleta de dados ocorreu no portal da Biblioteca Digital Brasileira de Teses e Dissertações e no portal do Instituto Brasileiro de Informação em Ciência e Tecnologia- Portal brasileiro de publicações científicas em acesso aberto. A análise das pesquisas ocorreu através da leitura dos títulos, das palavras-chave, dos resumos, dos objetivos e das metodologias de pesquisa. Os resultados apontaram a ocorrência de apenas duas pesquisas que abordavam o Ensino de História para o Estudante com Deficiência Intelectual. Em contrapartida, 143 trabalhos discutiam a Questão Étnico-Racial em um total de 809 trabalhos encontrados. Esses dados podem indicar que no ensino de História, a Inclusão e o trato da diversidade, como estão propostos na Resolução do CNE/CP 1, de 18 de fevereiro de 2002, ainda se referem apenas às populações historicamente marginalizadas e que a área ainda não reconheceu a necessidade de estabelecer didáticas diferenciadas, que ofereçam melhores possibilidades de aprendizagem aos estudantes com deficiência intelectual. Pesquisamos também trabalhos sobre Didáticas diferenciadas para o ensino de História no Ensino Fundamental II, com a análise de17 pesquisas. Na maioria destas, apresentou-se a preocupação em descrever a formação de comportamentos favoráveis à aprendizagem de História nos estudantes pesquisados, no entanto, a apropriação do conhecimento histórico não foi o objetivo de todos os trabalhos. Essa situação pode indicar que as grandes demandas que muitas vezes se impõe à educação, especificamente ao ensino de História, afastam-nos do objetivo principal deste, que deve ser organizar o processo de ensino e aprendizagem do conhecimento científico historicamente acumulado pela humanidade. A escassez de pesquisas referentes ao ensino de História para os estudantes com deficiência intelectual pode ser mais um indicativo preocupante, pois, ao não especificar as necessidades educativas especiais deste estudante, corremos o risco de torná-lo apenas mais um dos muitos excluídos da História brasileira. / The objective of this research was to raise the bibliographic production that deals with the teaching of History for students with intellectual disabilities. Our specific objective was to investigate whether differentiated didactics are being proposed for the teaching of History and if these could favor the learning of students with intellectual disabilities. The Historical-Cultural Theory provided some concepts for the reflection on the learning possibilities of students with intellectual disabilities and the importance of History, as a school discipline, for the development of these students. We carried out the bibliographic survey with the analysis of the academic productions at the master's and doctoral level in the area of History teaching for students with intellectual disabilities, in the period between 2005 and 2016, produced in Brazil. The data collection took place in the portal of the Brazilian Digital Library of Theses and Dissertations and in the portal of the Brazilian Institute of Information in Science and Technology - Brazilian portal of scientific publications in open access. The analysis of the researches occurred through the reading of the titles, the keywords, the summaries, the objectives and the research methodologies. We came to a result: only 2 researches approached the History Teaching for the Student with Intellectual Deficiency. In contrast, 143 papers discussed the Ethnic-Racial Question in a total of 809 papers found. These data may indicate that in the teaching of History, Inclusion and the treatment of diversity, as proposed in CNE / CP 1 Resolution of February 18, 2002, they still refer only to historically marginalized populations and that the area has not recognized yet the need to establish differentiated didactics that offer better learning opportunities for students with intellectual disabilities. We also work on Differentiated Teaching for Teaching History in Primary Education II, with the analysis of 17 researches. In most of these, the concern was to describe the formation of behaviors favorable to the learning of History in the students studied, however, the appropriation of the historical knowledge was not the objective of all the works. This situation may indicate that the great demands that are often imposed on education, specifically on the teaching of History, distances us from the main objective of this, which must be to organize the teaching and learning process of scientific knowledge historically accumulated by humanity. The shortage of research concerning the teaching of History for students with intellectual disabilities may be a further worrying indicator, since, by not specifying, the special educational needs of this student, we take the risk of making him just one of the many excluded from Brazilian history.

Este trabalho traz como eixo central o entendimento das diferentes formas de intervenção do Estado por meio de políticas públicas de reordenamento agrário e sua influência no processo de obtenção e utilização da renda agrícola. Desta forma, entendendo até quando as políticas públicas, especificamente aquelas destinadas ao reordenamento agrário, devem observar a ordem local, visto que esta ordem é construída de maneira a atender as necessidades destas sociedades, trazendo como hipótese de encaminhamento e solução a diferenciação das políticas atendendo as peculiaridades sociais. Tem como objetivo geral compreender como as diferentes políticas públicas destinadas ao desenvolvimento rural, especificamente as políticas de reordenamento agrário tem influenciado o processo de geração de renda (agrícola e de autoconsumo) em contextos culturais e de organização produtiva diversificada em três comunidades rurais do município de Presidente Juscelino/MA, sendo elas: Boa Vista dos Pinhos, Juçaral dos Pretos e Folhal. A metodologia utilizada para a realização deste trabalho foi inicialmente o levantamento histórico dos sistemas agrários, visando a compreensão da estrutura agrária e social em questão, posteriormente em outro momento do trabalho foram aplicados questionários semiestruturados com o objetivo de obter dados quanti qualitativos sobre o processo de geração da renda monetária, auto consumo, sendo encontrado nesse momento uma nova forma de ganhos conseguidos por meio da organização e da manutenção da estrutura social. Levando-se em conta referenciais antropológicos efetuou-se uma leitura do processo por meio da produção de farinha como eixo norteador e gerador das condições necessárias para produzir desenvolvimento. / This work has as central axis to understanding the different forms of State intervention, through public policies of agrarian reordering and its influence in the process of obtaining and using agricultural income. In this way, understanding even when public policies, specifically those aimed at agrarian reordering, must obey the local order. Since this order is constructed in such way as to meet the needs of these societies, bringing as a hypothesis of routing and solution the differentiation of the Policies taking into account social peculiarities. With the general objective of understanding how the different public policies aimed at rural development, specifically agrarian reordering policies, have influenced the process of income generation (agricultural and self-consumption) in cultural contexts and of diverse productive organization in three rural communities of the municipality of Presidente Juscelino/MA, being Boa Vista dos Pinhos, Juçaral dos Pretos and Folhal. The methodology used to carry out this work was initially the historical survey of the agrarian systems, with a view to understanding the agrarian and social structure in question, Later in another moment of the work, semistructured questionnaires were applied with the objective to obtaining qualitative and quantitative data on the process of generating monetary income. Self consumption, being found in this moment a new form of gains obtained through the organization and maintenance of the formal structure. Taking into account anthropological references was made reading of the process through the production of flour as a guiding axis and generator of the necessary conditions to generate development.

A number of students in our schools possess learning abilities and specialized talents to such degree that their educational needs cannot be met in a regular school program. Special educational programs for the gifted and talented are an essential part of any school program which recognizes and respects individual differences among its pupils. The philosophy which guides our proposal is based on the belief that: (1) each child is a unique human being who possesses individual educational needs and abilities; and (2) it is the responsibility of our schools, first to identify those needs and abilities and then, to provide the educational experiences for meeting individual needs and developing each child's abilities to the fullest degree. / Un gran número de alumnos en nuestros centros educativos posee habilidades de aprendizaje extraordinarias y talentos especiales en tal grado que sus necesidades educativas no logran ser totalmente cubiertas en los programas escolares regulares. Los programas educativos para niños talentosos son una parte lógica y esencial de cualquier programa escolar que reconozca y respete las diferencias individuales entre sus alumnos. La filosofía que guía esta propuesta se basa en que: (1) el niño es un ser humano único que posee habilidades y necesidades educativas individualizadas y (2) es responsabilidad de nuestros centros educativos primero identificar estas necesidades y habilidades y luego proveer el tipo de experiencias educativas que tiendan a satisfacer las necesidades individuales y desarrollar las habilidades de cada niño al máximo de sus potencialidades.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-03T12:16:42Z No. of bitstreams: 2 Dissertação - Eliette Rodrigues de Amorim - 2012.pdf: 886254 bytes, checksum: a89dfd87c77abda37d14b1083faa1132 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-03T12:29:29Z (GMT) No. of bitstreams: 2 Dissertação - Eliette Rodrigues de Amorim - 2012.pdf: 886254 bytes, checksum: a89dfd87c77abda37d14b1083faa1132 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-03T12:29:29Z (GMT). No. of bitstreams: 2 Dissertação - Eliette Rodrigues de Amorim - 2012.pdf: 886254 bytes, checksum: a89dfd87c77abda37d14b1083faa1132 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2012-08-16 / The present dissertation has for objective to analyze the agrarian company in the Brazilian Agrarian Right and especially in the Commercial Right, explaining yours beginnings, juridical foundations and peculiar characteristics of the managerial agrarian activity in relation to the other species of Brazilian companies. The objective is to demonstrate that the differentiated juridical treatment granted in general to the small companies, just as having indicated in the article 179, combined with the article 170, IX, of the Constitution, is specifically necessary to the agrarian company, turning its economic function more effective and significant in the accomplishment of the social justice. / A presente dissertação tem por objetivo analisar a empresa agrária no Direito Agrário brasileiro, e em particular no Direito Empresarial, explicitando seus princípios, fundamentos jurídicos e características peculiares da atividade agrária empresarial em relação às demais espécies de empresas brasileiras. O objetivo é demonstrar que o tratamento jurídico diferenciado concedido às pequenas empresas em geral, tal como indicado no artigo 179, combinado com o artigo 170, IX, da CF, é especificamente necessário à empresa agrária, tornando sua função econômica mais efetiva e significativa na realização da justiça social.

Este trabalho tem o objetivo de descrever o atendimento de uma paciente utilizando imagens relacionadas à sua fobia no contexto clínico. É uma proposta de um enquadre diferenciado em psicoterapia psicanalítica com o fundamento na teoria de objetos e fenômenos transicionais de Winnicott, a qual se refere a uma área para a qual contribuem tanto realidade interna, subjetiva, quanto externa, objetiva, constituindo a área do brincar. A teoria freudiana sobre a angústia é revisada desde o início, em que a fobia era considerada um sintoma o qual podia aparecer em diversas afecções psíquicas. A denominação histeria de angústia foi proposta por Freud em 1909, para descrever a entidade nosológica em que a fobia é a questão central e cujo mecanismo é semelhante ao da histeria. Este trabalho foi desenvolvido a partir do método clínico com a apresentação do estudo aprofundado de um caso. A paciente, de 37 anos, buscou atendimento para aracnofobia. No psicodiagnóstico, foi aplicado o Procedimento de Desenhos-Estórias de Walter Trinca. Para a psicoterapia, realizada em 19 atendimentos, foram compostas, junto com a paciente, duas pastas, uma com fotos que lembram aranha e outra com fotos de aranhas e de teias. O caso foi compreendido como histeria de angústia, tendo ocorrido um rápido e intenso processo psicoterapêutico. Discute-se que o imagético instaurou uma linguagem onírica nas sessões, e o onírico, assim como o brincar, é campo de simbolização. As associações a partir das imagens foram eminentemente em torno da temática da aranha, sendo tais associações comparadas ao papel que as fantasias presentes no trabalho do sonho realizado pela consciência vígil têm com relação ao conteúdo latente do sonho. Discute-se que a transicionalidade propiciada pelo imagético permitiu um trabalho de figurabilidade e, ao mesmo tempo, teria permitido a constituição de um pensar por imagens, sendo as imagens associadas a palavras ao longo do processo. A paciente conseguiu uma transformação interna, uma recriação de si em que a pulsão sexual de morte (na concepção de Laplanche) foi transformada, a partir da função objetalizante (Green), em pulsão sexual de vida, com seus processos de integração, síntese e permitindo a constituição de unidades e vínculos. Pode-se considerar que houve cura, no sentido proposto por Herrmann. Conclui-se que o presente estudo de caso evidenciou a potencialidade do uso de imagens em favorecer a simbolização e as elaborações na psicoterapia psicanalítica da fobia. Novas investigações nessa área poderão responder quanto à questão das possibilidades de generalização desta experiência / This paper aims to describe the attendance of a patient by using images related to her phobia in the clinical context. It is a proposal for a differentiated framing in psychoanalytic psychotherapy based on the theory of objects and transitional phenomena by Winnicott, which refers to an area where realities, both internal subjective and external objective contribute and constitute the area of play. The Freudian theory about anguish is reviewed from the very beginning when the phobia was considered a symptom which could appear in diverse mental disorders. The term anguish hysteria was proposed by Freud in 1909 to describe the nosological entity in which the phobia is the central question and whose mechanism is similar to that of hysteria. This work was developed by using the clinical method and a presentation of a detailed case study. A 37-year-old female patient sought treatment for arachnophobia. In her psychodiagnosis, the Drawing-and-Story Procedure by Walter Trinca was applied. Her psychotherapy was conducted in 19 attendances, for which two folders were arranged with the help of the patient, one with photographs that reminded of spiders and another with pictures of real spiders and webs. The case was understood as anguish hysteria and treated in a rapid and intense psychotherapeutic process. It is discussed that the imagery established an oniric language in the sessions and the oniric context is a field of symbolization, just like the area of play. The associations made with the use of images were predominantly around the spider theme; such associations were compared to the role played by fantasies in the dreaming activity, which is carried out by the waking consciousness, in relation to the latent content of dreams. It is discussed that the transitionality provided by the imagery allowed an activity of figurability and at the same time it would have allowed a process of thinkingby images, having images associated with words all along the way. The patient achieved her inner transformation, a re-creation of herself in which her sexual pulsion of death (in Laplanche\'s conception) was transformed from an objectalizing function (Green) into a sexual pulsion of life, with its processes of integration and synthesis, enabling the constitution of units and links. It can be considered that healing did take place, as proposed by Herrmann. It is concluded that the presentcase study demonstrated the potentiality of using images to favor symbolizations and elaborations within the psychoanalytic psychotherapy of phobias. Further investigations in this area may respond to the question of possibilities towards generalizing the experience reported herein