863 resultados para Learner autonomy -- Congresses
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o objetivo deste trabalho é analisar o modelo de gestão implantado na Fundação Oswaldo Cruz - FIOCRUZ, procurando identificar os limites e possibilidades de um processo de gestão democrática no Serviço Público, e de outro, inventariar, criticamente, os modelos administrativos disponíveis que tenham a questão da gestão democrática como pressuposto organizacional. Norteou o trabalho a trajetória institucional da FIOCRUZ, notadamente o período da realização dos Congressos Internos (de 1988 a 1996). Para alcance do objetivo, foram analisados, a partir de fontes primárias e secundárias, os aspectos que abrem espaço para um processo de gestão democrática. Na realização do trabalho foram selecionadas como categorias analíticas: poder decisório, autonomia e controle social. Baseamo-nos, ainda, no método que privilegiou a descrição utilizando, porém, a dedução apoiada na análise qualitativa e quantitativa. A análise dos dados possibilitou concluir que os procedimentos participativos como o processo eletivo de escolha do presidente e dos diretores das Unidades da FIOCRUZ, a constituição dos órgãos colegiados de decisão e a realização dos Congressos Internos abriram espaços para a democratização da gestão, representando a materialização da vontade e do desejo de certos atores, e garantiram a unidade de ação em uma instituição pouco integrada. Algumas questões são ponto de partida para pesquisas futuras: como esse modelo participativo é implantado em cada Unidade da FIOCRUZ? Esse modelo corresponde ao desejo efetivo dos servidores? Em que medida o processo participativo de gestão contribuiu para o ganho de eficiência administrativa?
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The objective of the study was to investigate the relationship between autonomy markers in adult people with intellectual disabilities (ID) and variables such as intelligence quotient (IQ), early aging, and literacy. Participants were 47 adults with ID (33 men; aged 28-58 years with nonspecific etiology, 34 literate). All participants were trainees at the Center for Training of Capacity and Orientation for Employment at Associação de Pais e Amigos dos Excepcionais de São Paulo, São Paulo State, Brazil. They were divided into two age groups: younger (n = 27, mean age 31.85; +/- 2.23), and older (n = 38, mean age 41.84; +/- 5.54). They were administered intelligence scales twice, and answered questions related to social participation, community integration, and choice-making; the percentage of item responses leaning toward self-determination and freedom in choice-making was considered in defining the autonomy score. For both groups, IQ declined from the first to the second assessment. Autonomy scores were more determined by IQ classification than by literacy. Authors concluded that autonomy in people with ID is a multifactorial phenomenon associated with cognitive decline.
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This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.
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This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge
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This ethnographical research-action is included in the Applied Linguistics area and its study object is related to literacy projects (KLEIMAN, 2000), since they bring a new sense to the literacy practices in school and emphasizes the agentive writing character and the role of the discursive genres in the formation of literacy agents who aim at the action and the social change. Considering the emancipatory potential that these didactic organizations have in the civic literacy of those who live in social risk and vulnerability situations our aim in this investigation is: to reflect about the role of the redefinition of the literacy school practices and investigate how the action of teachers and students as literacy agents occur. The specific aims are: to promote literacy events which encourage the writing practice for the action and social change; to comprehend how the identity construction of the literacy student-agent occurs by the reflection of its agency process in the literacy projects; to identify teaching strategies and procedures which enable the development of emancipatory language practices; to investigate the axiological values constructed by the learners in and about the writing work in literacy projects. Our discussion is based on the language conception supported by Bakhtin (BAKHTIN/VOLOSHINOV, 2000; BAKHTIN, 1990, 2003); in literacy studies (KLEIMAN, 1995; BAYNHAM, 1995; BARTON; HAMILTON; IVANIC, 2000, LAZERE, 2005); on critical studies which defend the idea that the texts are ideological instruments able to give power to the individuals (MCLAREN, 1988, 1991, 1997, 1999, 2000, 2001; FREIRE, 1971, 1978, 1979, 1982, 1992, 1996, 2001a, 2001b, 2009; GIROUX, 1983, 1986, 1990, 1992, 1997, 1999, 2003; APPLE, 1989); on the social genre approach inspired by the New Rhetoric (BAZERMAN, 2005, 2006, 2007; MILLER, 1984, 2009). The data were generated between 2006 and 2010 in the Youth and Adult Education (YAE), in public schools in Natal-RN. The research permitted us to deduce, firstly, that the redefinition of the work with discursive genres provide the learner to read and write to act discursively in the social world, earning, thus, empowerment, autonomy and emancipation; secondly, that involving the students in literacy projects goes beyond didactic competence related to specificities and content domain. It is necessary that the teacher is certain about to whom, what, why and how to teach and that he/she gets a reflexive posture, becoming a learner as well; thirdly, that through the literacy practices which were developed, the collaborators of the research have constructed a more conscious and a more critical view in relation to the language and to the world where they live through the social-political writing and they have improved as interventive and politicized citizens
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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O artigo postula a necessidade de uma concepção afirmativa sobre o ato de ensinar e analisa criticamente algumas concepções consideradas negativas em relação ao ensino como transmissão de conhecimento. Nesse sentido, defende que a Escola Nova e o Construtivismo estabelecem uma dicotomia entre a transmissão de conhecimentos pelo professor e a conquista da autonomia intelectual pelo aluno, secundarizando, assim, o ensino e descaracterizando o papel do professor. O artigo analisa, ainda, alguns postulados defendidos por Vigotski e seguidores, que iriam numa direção oposta à das idéias defendidas pela Escola Nova e pelo Construtivismo.
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Question: Which communication factors used by clinicians during patient-clinician interactions are associated with satisfaction with care? Design: Systematic review with meta-analysis of studies investigating the association of verbal or nonverbal factors or interaction styles used by clinicians with patient satisfaction during an encounter between clinician and patient. Participants: Clinicians interacting with patients in primary care or rehabilitation settings. Results: Twenty-seven studies investigated 129 verbal, nonverbal, and interaction style factors. of these, 38 factors were consistently associated with satisfaction. Verbal factors concerning clinicians involving, facilitating, and supporting patients were associated with satisfaction with care. Most communication factors presented a fair correlation (r >= 0.21 but < 0.41) with satisfaction with care. Nonverbal factors such as time spent discussing prevention and time spent reading patient charts had a fair association with satisfaction with care (correlations range from 0.21 to 0.40). A moderate association was found between interaction styles such as caring (pooled r = 0.51, 95% CI 0.42 to 0.60) and satisfaction with care. Over half (58%) of the 129 identified factors never associated with satisfaction with care and the remainder associated inconsistently. Conclusion: The number of potential modifiable communication factors associated with satisfaction with care and the magnitude of their association partially support interventions to train clinicians in communication skills that value patient autonomy. [Oliveira VC, Refshauge KM, Ferreira ML, Pinto RZ, Beckenkamp PR, Negrao Filho RF, Ferreira PH (2012) Communication that values patient autonomy is associated with satisfaction with care: a systematic review. Journal of Physiotherapy 58: 215-229]
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The Fernando Henrique Cardoso administration attempted to replace a reactive foreign policy agenda dominated by a logic of autonomy through distance with a proactive international agenda guided by a logic of autonomy through integration. In adopting this agenda, the administration maintained that Brazil would be able to confront its problems and secure more control over its future if it actively contributed to elaborating the norms and guidelines of the administration of the global order. Because of structural weaknesses, however, this policy of integration, adherence, and participation was not adequately accompanied by positions entailing practical responsibilities - responsibilities that would have prepared both government and civil society for a higher profile in the post - cold-war era. In the end, the gains achieved during Cardoso's tenure failed to alter Brazil's international standing in any significant way. © 2007 Latin American Perspectives.