Made available in DSpace on 2016-04-04T18:27:20Z (GMT). No. of bitstreams: 1 Gisela Augusta Barbeiro.pdf: 586326 bytes, checksum: 6d338524229489faeff3453cc2980c11 (MD5) Previous issue date: 2006-05-02 / Universidade Estadual Paulista J?lio de Mesquita Filho / The objective of this research is to identify and understand how the subjective senses of kindergarten children are constituted. This research uses the concept of the Theory of subjectivity from Gonz?lez Rey as its foundation, and it focuses in the identification of the cores of senses of the participating children and the social subjectivity as in important element of this constitution. The Qualitative Epistemology in as used to understand the information, derived from two cases studies: the first one with a focus an aggressiveness and the second one focusing on the self-esteem. The research also displays an overview of the social aspect of the group. Sixteen children, age from five to six years old, of the same class of a Children s Education Institute in Campinas participated, and the methodological instruments used were observation of the individuals, puppet theatre (drama), elaboration of a sociograma and free drawing with intent of corroborating the answers from the children to the teacher and pedagogical coordination of the institute also participated in free discussion meetings, and were very important to understand the characteristics of the participating children. The present essay show that elements of the social subjectivity are determining factors to the constitution of the individual s subjective configurations and that the existence of the other as a beaver of subjective senses also contributes to the constitution of the individual subjective. / O objetivo do presente estudo foi identificar e entender como se constituem os sentidos subjetivos de crian?as pr? escolares. Nesta pesquisa embasou-se no conceito da Teoria da Subjetividade de Gonz?lez Rey, e enfocou as identifica??es dos n?cleos de sentidos para as crian?as participantes, a subjetividade social como elemento importante para esta constitui??o. A Epistemologia Qualitativa foi a utilizada para compreender as informa??es que foram constru?das em dois estudos de caso: o primeiro com enfoque na agressividade e o segundo na auto-estima. A pesquisa tamb?m mostra uma vis?o geral sobre o aspecto social do grupo. Participaram 16 crian?as com cinco e seis anos de uma mesma classe de uma Institui??o de Educa??o Infantil de Campinas, e os instrumentos metodol?gicos utilizados foram observa??o participante, teatro de fantoches, a elabora??o de um sociograma e desenho livre com o intuito de corroborar as respostas dadas pelas crian?as no sociograma. A professora a coordena??o pedag?gica da institui??o tamb?m participaram em encontros de conversa??o livre e foram fundamentais para a compreens?o das caracter?sticas das crian?as participantes. O presente estudo mostrou que elementos da subjetividade social s?o fatores determinantes para a constitui??o das configura??es subjetivas do individuo e que a exist?ncia do outro como portador de sentidos subjetivos tamb?m contribui para a constitui??o da subjetividade individual.

Made available in DSpace on 2016-04-04T18:27:13Z (GMT). No. of bitstreams: 1 Cristiane Cardinalli.pdf: 1214801 bytes, checksum: 69ec568bd64afaff96dce0c313c7c4f1 (MD5) Previous issue date: 2006-02-08 / The objective of the study was to analyze the influence of subjective aspects in the children teach-learning process that present difficulties in school contents. Considering that school learning does not enclose only cognitives structures, but also is influenced by affective aspects, is important to study the subjective elements acting on this processaiming a more engaged education focusing the individual development. The research adopted the qualitative characteristic based on the Qualitative Epistemology, including cases study. Three students of Basic Education participated of the research, and the used instruments had been: school activities with Portuguese Language contents, graphic representation of specify situations lived at school, beside conversations with the researcher. Also occurred observations in the classroom and interviews with the respective families, in order to find subjective sense nucleous that could be configured as learning assists or choke. The research look for endorsement in the subjectivity theory of Gonzalez Rey. The study showed that subjective aspects acting on all the time in the student attitude in front of learning obstacles. It also showed that is possible to the teachers attempt to the students psychological aspects, not with the purpose to define a diagnosis, but trying to understand the individual in a integral point of view and help topromote situations to contribute to the building of subjective sense that favor the development at education process. / O objetivo do estudo foi analisar a influ?ncia de aspectos subjetivos no processo de ensino-aprendizagem de crian?as que apresentam dificuldades em conte?dos escolares. Considerando que a aprendizagem escolar n?o envolve apenas estruturas cognitivas, mas tamb?m ? influenciada pelos aspectos afetivos, ? importante estudar os elementos subjetivos que atuam nesse processo visando uma educa??o mais comprometida com a forma??o do indiv?duo. A pesquisa assumiu o car?ter qualitativo dentro da Epistemologia Qualitativa, com estudos de casos. Participaram da pesquisa tr?s alunos do Ensino Fundamental I, e os instrumentos utilizados foram: atividades escolares abordando conte?dos de L?ngua Portuguesa, representa??es gr?ficas de situa??es espec?ficas vividas na escola, al?m de conversa??es com a pesquisadora. Ocorreram tamb?m observa??es em sala de aula e entrevista com as respectivas fam?lias, a fim de encontrar n?cleos de sentidos subjetivos que poderiam configurar-se como facilitadores ou bloqueadores da aprendizagem. Tal pesquisa buscou respaldo te?rico na teoria dasubjetividade de Gonz?lez Rey. O estudo mostrou que aspectos subjetivos est?o a todo o momento influenciando no posicionamento do aluno frente aos obst?culos que perpassam sua aprendizagem. Demonstrou tamb?m que ? poss?vel aos professores atentar-se para os aspectos psicol?gicos dos alunos, n?o no sentido de formular diagn?sticos, mas de tentar compreender o indiv?duo de maneira mais integral e ajudar a promover situa??es que possam contribuir para a produ??o de sentidos positivos na educa??o.

Made available in DSpace on 2016-04-28T20:58:08Z (GMT). No. of bitstreams: 1 Alessandra dos Santos Oliveira.pdf: 1172217 bytes, checksum: 726f6744b371aef36cc14fc3952a2468 (MD5) Previous issue date: 2009-12-09 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to investigate the meanings that the young low-income have on the choice of profession. The results help to qualify the work of professional counselors who work with this social stratum. In this study, we used the theoretical framework of socio-historical psychology and we rely on authors who follow this theoretical perspective. We assume that all professional choice is multifactorial, and crossed by objective and subjective aspects. The question that arises is to identify, through analysis of their statements, the meanings they hold for career choice and all the factors that are related to this activity. To accomplish this work, we interviewed two people who had participated in a program of vocational guidance. A questionnaire prior to the interview and objective knowledge of the socioeconomic conditions of participants. For The interview technique was used Project Future , understanding it as an important resource for access to the senses of young people about the choice of profession. The results show that young people do not know the existence of factors that determine the choice of profession. However, their understanding of a dichotomy, therefore, tend to consider separately those aspects and the subjective process of choice / O presente estudo teve como objetivo investigar os sentidos que os jovens de baixa renda possuem sobre a escolha da profissão. Os resultados ajudam a qualificar o trabalho de orientadores profissionais que trabalham com esta camada social. Nessa pesquisa, utilizamos o referencial teórico da psicologia sócio-histórica e nos baseamos em autores que seguem essa perspectiva teórica. Partimos do princípio que toda escolha profissional é multideterminada, e atravessada por aspectos objetivos e subjetivos. A questão que se coloca é identificar, por meio da análise da fala dos entrevistados, os sentidos que possuem sobre a escolha profissional e todos os fatores que estão relacionados a esta atividade. Para realizar esse trabalho, foram entrevistados dois jovens que tinham participado de um programa de orientação profissional. Um questionário precedeu a entrevista e objetivou o conhecimento das condições socioeconômicas dos participantes. Para a entrevista foi utilizada a técnica Projeto de Futuro , entendendo-a como um recurso importante de acesso aos sentidos dos jovens sobre a escolha da profissão. Os resultados apontam que os jovens não desconhecem a existência de fatores que determinam a escolha da profissão. No entanto, a compreensão que possuem é dicotômica, pois, tendem a considerar separadamente os aspectos objetivos e os subjetivos do processo da escolha

L’objectif de ce travail était d’étudier la mémoire autobiographique (MAb) aux stades débutants de la maladie d’Alzheimer et d’analyser le lien avec le Self défini selon le modèle de Prebble et collaborateurs. (2013) et en investiguant les substrats neuro-anatomiques. Notre étude a confirmé qu’il existait une altération de la MAb chez les patients atteints de maladie d’Alzheimer, dans sa composante épisodique et émotionnelle, quelle que soit l’ancienneté des souvenirs. Nous avons pu rattacher ce déficit épisodique à l’atrophie des régions temporales internes et en suggérer l’implication de l’hippocampe gauche dans le contexte temporel des souvenirs et de l’amygdale droite dans la composante émotionnelle. En revanche, il existait une relative préservation du niveau des détails des souvenirs émotionnels résiduels, et surtout, des souvenirs sémantisés, ces derniers étant supportés par le néocortex temporal. Concernant le Self de façon plus générale, les résultats mettent en évidence un lien entre Self-conceptuel et MAb, par le biais des processus de sémantisation et d’intégration des souvenirs qui permettent de former des représentations abstraites à partir des expériences vécues. Par ailleurs, nous avons également montré que le sens subjectif de soi est inhérent à toutes les autres composantes du Self. Par l’étude d’un cas unique et d’imagerie volumétrique de groupe, le cortex préfrontal médian a été mis en évidence comme substrat commun à toutes les composantes du Self, suggérant un rôle clé de cette structure pour supporter le sens subjectif de soi. Ces résultats ouvrent des pistes de remédiation par la réminiscence basée sur les mécanismes de sémantisation, d’intégration et sur les aspects émotionnels, au centre desquels se trouvent les souvenirs définissant-le-soi. Aussi notre étude engage-t-elle à analyser ces composantes du Self au sein de réseaux, en connectivité fonctionnelle et anatomique. / The present study aimed at studying autobiographical memory (AbM) in patients at early stages of Alzheimer’s disease, as well as at analyzing the link between AbM and the Self components (as defined by Prebble et al., 2013), and finally, at investigating its neuro-anatomical correlates. The results we obtained confirmed AbM is damaged in patients with regards to episodic and emotional components, whatever the age of the memory. The deficit in episodic memory was associated with medial temporal lobe atrophy, with the left hippocampus seemingly involved in the temporal context of the memories and the right amygdala in the emotional component. Conversely, specificity of remaining emotional memories was relatively preserved, as well as semanticized memories, which rely on the temporal neocortex. In the context of the Self more generally, our results highlight a relationship between the conceptual-Self and autobiographical memories, through semanticization and integration processes, which allow the formation of the most abstracted forms of self-representations. Moreover, the subjective sense of Self appears as a prerequisite to all other Self components. Based upon a case study and a volumetric group study, we were able to show that the implication of the medial prefrontal cortex is common to all Self components, suggesting its key role for the subjective sense of Self. Our results point to a potential rehabilitation therapy based on reinforcing self-defining memories to strengthen the Self. This work will be completed by the study of functional and anatomical networks sustaining the Self.