Álvares de Azevedo: a busca de uma literatura consciente

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Por dentro do espelho: reflexões sobre o feminino negro em Raça Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A consciência dos grupos de Centros e Diretórios Acadêmicos da Unesp/Araraquara sobre o status ilegal da maconha

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Consciência e má-fé no jovem Sartre: a trajetória dos conceitos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Entre abanicos e castanholas: recepção de Clarice Lispector na Espanha

Pós-graduação em Letras - IBILCE

Consciência e territorialização contra-hegemônica: uma análise das políticas de formação da Via Campesina América do Sul

Pós-graduação em Geografia - FCT

A ideologia dos meios de comunicação social na formação da consciência familiar

Pós-graduação em Serviço Social - FCHS

Educação escolar e constituição do afetivo: algumas considerações a partir da psicologia histórico-cultural

Cultural-Historical Psychology alleges the thesis of social experience as the basis of human formation and points the affective-cognitive unity as the intermediate in subject relations with the knowledge on the development of psychological functions. This article presents some elements that indicate the constitution of affective processes from the relations the subject maintains with human objectifications. Part of the critics to the organismic and subjectivist thought that, both in Psychology and in Education, separates emotions from other functions of human consciousness – treating them as deterrents in the teaching and school learning processes – and signs the importance of (re) thinking the relations the subject establishes with reality, the role of knowledge and of the concrete conditions of life and education that produce the affective processes. It defends that thinking and feeling are psychological processes developed from history of appropriation and objectification of signs and instruments that each subject realizes and affirms in scholar education, and the intentional character of teaching – in the organizational and pedagogical practice – as determinant elements in the transformation of the ways of thinking and feeling.

Perception of the informed consent form by participants in clinical trials

To understand the perception of the participants in controlled clinical trials (CCTs) about the informed consent and describe the meaning of their participation in the research. Qualitative study using the focus group technique. The sample was composed of 19 patients who participated in clinical trials about hypertension and coronary disease in a specialized cardiologic hospital located in the city of Sao Paulo. The methodological framework used was the content analysis. Some of the participants were aware of the real objective of these studies while others had misperceptions. The reading of the informed consent is not always done and, when it is done, the patient does not understand it. The lack of understanding about the term ''placebo'' was mentioned by some participants. The motivation to participate was the personal benefit. This study shows that obtaining the informed consent in CCTs is complex and that there is the need to adapt the structure and application of this document, in order to protect the participants and improve the quality of clinical trials performed in the country.