A presença da produção científica em psicologia na formação de psicólogos do Rio Grande do Norte

The present research aimed to analyze the presence of national scientific production in undergraduate studies in Psychology of Rio Grande do Norte. Therefore, the bibliographical references contained in education plan of subjects linked to the common center of the courses, which were taught in 2011 in three Psychology courses of the state, were focused. The analysis of the material was based on bibliographical and contextual aspects of the production, such as year, nationality, type of material, authorship (including the link of authors to PPGs), structuring axis of the subject in which it was mentioned, among others. The results showed that the national production is predominant in all courses, and they are, mostly, originated from PPGs of Psychology. Among these, the publications resulted from programs in Southwest, with emphasis to PUC-SP, are recent (mostly from 2000s) and they are predominantly composed by books (organizations and full texts). Regarding the distribution of Psychology PPGs production by the structuring axes, it is observed that it surpasses the foreign production only in axis C (procedures of scientific investigation and professional practice) and axis F (professional practices). Accordingly, it is concluded that Psychology production is found in graduation, sharing space with foreign publications and from other areas of knowledge. On the one hand, this is positive, by taking into account the importance of several foreign works and from other fields to build the knowledge in Psychology; on the other hand, it shows that the production from this area is inserted in graduation in a less significant way than its growth, which points out the existence of gaps in the development of some investigative domains from national Psychology

Neuroscience and education: prime time to build the bridge

As neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brain research becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitive psychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serve education, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brain architectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the early detection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks have broadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridge’s cement is still fresh, we argue why it is prime time to march over it.

A Humanização e a Formação Médica na Perspectiva dos Estudantes de Medicina da Universidade Federal do Rio Grande do Norte

The aim of this study is to understand the perception of medical students at the Federal University of Rio Grande do Norte (UFRN) about humanization in the context of their medical formation, using a qualitative approach. The focus group and participant observation techniques were used, involving a multidisciplinary team composed of professionals from the areas of anthropology and psychology, as well as professors from the medical course, who studied two groups of nine students in their final year. The data were analyzed using the categorical thematic content analysis technique, from which emerged three categories: student/patient relationship, teaching/learning and student/professor relationship. The first allows us to identify that student-patient contact is an essential experience for adopting a more humanized view of the disease process. The second category shows that unqualified professors in the pedagogic practices inherent to the teaching profession and the theory the practical dichotomy hinder the autonomous and holistic formation of knowledge. Similarly, the lack of practices outside the academic environment and the absence of multiprofessional stimulation interfere in the construction of an integral view of the individual. From the third category, the student/professor relationship, emerge two opposing subcategories (professor model and assymetric relationships), which reflect the importance of the professor`s ethical humanist position, as opposed to an authoritarian attitude, to form the professional attitude of the student. The results point important aspects of the medical formation that may open a discussion about humanization, in the context of new national curricular guidelines

Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE

The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life

Elaboração e avaliação de indicadores comportamentais de aderência ao tratamento hemodialítico

Introduction: This work intents to characterize behavioral indicators of tack to the hemodialysis treatment in a sample of carrying patients of chronic kidney failure (CKF) in the great Natal/RN. The therapeutical adherence represents the agreement degree between the patient behavior and the health team lapsings. The CKF is the gradual and irreversible loss of the renal function, being the hemodialysis treatment an important alternative to assist or to substitute the kidneys. Method: The sample consisted in 80 chronic kidney patients in hemodialysis treatment in two located clinical centers in the region of the great Natal, RN. It was used as instruments (a) a protocol of clinical data collection, (b) the Millon Index of Personality Styles (MIPS) and (c) a script of halfstructuralized interview. Results: The results show a balance between the genders (51% of female and 48.8% of the male sex), average age and equal average time of dialysis respectively to the 43,4 years (±13,25 years) and 22,04 years (±4,24 years). The marital status of half of the sample is married, predominating basic education (43.6%) and a familiar income until a minimum wage (43.8%). It had been defined six physicianlaboratorial indicators to evaluate the therapeutical adherence, further the use of the evaluation of the health team and the patient themselves. Thus, there was an average adherence around 55.97% of the sample ±18.37%). However only between selfassessment of the patients about the adherence and the assessment made by blood pressure post-dialysis indicated a significant association (p=0,029, qui-square test). On the other hand, there was a significant association (p <0.05, chi-square test) among the criteria for treatment adherence and issues investigated in the interview - the perception on the quality of the health services provided to patients, the difficulties following the prescribed diet, the characterization of the days between dialysis sessions and the perception of patients about the dialysis sessions. It was also noted a significant association (p <0.05, Levene test) between adherence to therapy and scales that constitute the MIPS. The health team characterized the patients more adherent behavior as an attitude of acceptance of the treatment, looking actively for their implementation, for more information and knowledge, and establishing a positive communication with the team and with other patients. Similar results were confirmed by the MIPS evaluation. According to that assessment the more compliant patients adopt a more optimistic attitude, trying to act or adapt themselves to their environment, processing cognitively both concrete and objective information, such as more speculative and symbolic information. In addition they establish a gregarious, cooperative, submissive and flexibly pattern of interpersonal relationships to social demands. These characteristics managed to explain 55.7% of the adherence variation according the health team and 23.3% of the variation according the CaxP laboratory indicator. Conclusions: The MIPS shown to be able to identify the most and least adherent to therapy patients. The use of different adherence indicators is important for an evaluation covering the different facets of this process. The adhesion levels are observed within registered by the relevant literature. There is need for further studies with a larger sample to deepen the data findings in this work

Neuroscience and education: prime time to build the bridge

As neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brain research becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitive psychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serve education, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brain architectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the early detection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks have broadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridge’s cement is still fresh, we argue why it is prime time to march over it.