Origami científico: a linguagem das dobraduras dentro do design contemporâneo

After crossing several generations and countries, broader functions are being incorporated to origami than simply making art objects: the fold initiates a series of new buildings within the design and creation. Under the new repre- sentations and performances that the art of paper folding keeps, this article aims to investigate how the origami is configured nowadays and how it behaves while contemporary language applied to projective processes of diverse natures. To better understand the actual origami, relations are used inside branch of math, conceptual and projectual. Relating theorists, artists, designers, etc., can point out the relevance of each of these areas in the configuration of cientific and projectual origami. The modularity, the collective, the conscious build, the contemporary and the inno- vation are relationships intrinsic to the praxis projectual that shape a landscape adjacent and subordinate to the main structure governing. It bets on the essence of origami as a tangible functionality for creative thinking.

Desenvolvimento da linguagem infantil à luz da Teoria Histórico-Cultural: contribuições de práticas literárias na primeira infância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desenvolvimento da linguagem oral em crianças afastadas da família de origem

For a complete development of oral language it's necessary the development of genetic roots of thought and utterance postulates by Vygotsky, yet the meditation of adult and the influence social and cultural that is around the child. In cases of children moved away from their birth family by judicial ways because of neglect there, is a new modality of refuge in Brazil, that is the home refuge, which is the object of our research. The present study shows an investigation about the development of speech in a child that was moved away from his birth family and forwarded to Foster Family to comprehend the contributions and activities that help in child development. The research was performed through an approach of qualitative interpretation of bibliographic type and area type. The data analysis allowed us conclude the new social and cultural way that the watched child was inserted helps in his development in a significant way enabling a qualitative jump in speech and psychic functions phase

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

Desenvolvimento da linguagem oral em crianças afastadas da família de origem

For a complete development of oral language it's necessary the development of genetic roots of thought and utterance postulates by Vygotsky, yet the meditation of adult and the influence social and cultural that is around the child. In cases of children moved away from their birth family by judicial ways because of neglect there, is a new modality of refuge in Brazil, that is the home refuge, which is the object of our research. The present study shows an investigation about the development of speech in a child that was moved away from his birth family and forwarded to Foster Family to comprehend the contributions and activities that help in child development. The research was performed through an approach of qualitative interpretation of bibliographic type and area type. The data analysis allowed us conclude the new social and cultural way that the watched child was inserted helps in his development in a significant way enabling a qualitative jump in speech and psychic functions phase

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

A aprendizagem da leitura : Concepções sobre a funcionalidade da linguagem escrita e o sucesso na leitura no final do 1º ano de escolaridade

A Aprendizagem da Leitura é um desafio para as crianças que iniciam o primeiro ano de escolaridade tomando-se, para algumas, difícil de alcançar e influenciando negativamente todo o seu percurso escolar. O objectivo deste estudo é procurar perceber qual a relação entre os conhecimentos/concepções que as crianças do primeiro ano de escolaridade possuem, no início do ensino básico, sobre os objectivos/funções da leitura e o sucesso na sua aprendizagem no final do ano lectivo. A amostra foi constituída por 59 crianças, de nacionalidade portuguesa, que no ano lectivo 2006/2007 frequentaram pela primeira vez o primeiro ano de escolaridade, nas Escolas Básicas do 1o Ciclo do Agrupamento de Escolas de Arraiolos e que ainda não saibam ler no início do ano lectivo. A recolha de dados foi feita em dois momentos: no início e no final do ano lectivo. No primeiro momento, em Setembro e Outubro de 2006, foi feita às crianças uma entrevista individual semi-directiva (Alves Martins, 2000), que permitiu conhecer as suas concepções funcionais da leitura e foi também aplicada a Prova de Linguagem Técnica da Leitura/Escrita (Alves Martins, Mata, Peixoto & Monteiro, 2000), para avaliar os conhecimentos de linguagem técnica das crianças; no segundo momento, em Junho de 2007, foi aplicada uma Prova de Leitura (Alves Martins, 2000), para avaliar o desempenho em leitura no final do ano lectivo. Para o tratamento dos dados, a metodologia que utilizámos combinou a análise qualitativa e a análise quantitativa Relativamente à entrevista recorremos à análise qualitativa - análise de conteúdo, quanto à Prova de Linguagem Técnica da Leitura/Escrita e à Prova de Leitura foi feita uma análise quantitativa, seguindo o tratamento estatístico a metodologia proposta pelos autores das provas. ABSTRACT; The Learning of the Reading is a challenge to children who begin the first school year, becoming, for some of them, difficult to achieve and influencing in a negative way their entire school itinerary. The purpose of this study is to try to understand what the relation is between the knowledge/conceptions children in the first school year possess, at the beginning of the elementary education, about the purposes/functions of reading and the success of their learning at the end of the school year. The sample was constituted by 59 children, of Portuguese nationality, that in the school year of 2006/2007 attended for the first time the first school year, in the Elementary Schools of the 1st Cycle of the Assemblage of Schools of Arraiolos and that could not read in the beginning of the school year. The joining of data was made in two moments: in the beginning and in the end of the school year. ln the first moment, in September and October 2006, an individual semi­directive interview (Alves Martins, 2000) was made to the children, which allowed to know their functional conceptions of reading and was also made the Proof of Technical Language of Reading/Writing (Alves Martins, Mata, Peixoto & Monteiro, 2000), in order to evaluate the children's knowledge of technical language; in the second moment, in June 2007, a Proof of Reading (Alves Martins, 2000) was made, to evaluate the performance in reading at the end of the school year. For data treatment, the method we used combined the qualitative analysis and the quantitative analysis. About the interview, we used the qualitative analysis-content analysis, about the Proof of Technical Language of Reading/Writing and the Proof of Reading was made a quantitative analysis, having the statistic treatment followed the method proposed by the authors of the proofs.

Linguagem, cultura e alteridade: imagens do outro

Language, culture, and otherness are complementary and also confliting issues representing the central debate on childhood and the child who carries the signals of social and/or ethinical of exclusion. The debate on the social still connected to universal and absolute values and trues, therefore the theme needs a reavaliation on the realm of relativism. Questioning the fact that culture and otherness are expressed by language which are not always visible and explicit, requering a close and deep look at many social realities enpoorvered suburbs and rural areas, white and black children, homeless children, we kept their voices and speaches, their images from their own drawings to understand the way the percept mean they live and they are. These children have a word for school, and also about the process and agents to say by many different ways to express how they look their own world and how the world look at them.

Mães ouvintes com filhos surdos: concepção de surdez e escolha da modalidade de linguagem

The aim of this study was to analyze the conceptions that hearing mothers of deaf children have about deafness and relate it to the language mode used by the mother and the child. We interviewed 10 mothers of deaf children, five of whom were prescholars and five of school age. The content was analyzed as to thematic and category types, with emphasis on the categories conception of deafness and choice of language mode . Data analysis showed that one mother seems to see deafness as a disease, another as a difference and the other mothers were found to be somewhere between these two views. In relation to the preferred language mode, half the mothers reported that their children predominantly use signs, the other half uses speech and signs, with the exception of one child who uses only speech. The child whose mother acts as if deafness is a disease uses speech while another one whose mother acts as if deafness is a difference uses speech as well as signs.

FORMAÇÕES DISCURSIVAS E PROCESSOS IDENTIFICATÓRIOS NA AQUISIÇÃO DE LÍNGUAS

This paper discusses theoretical results of the research project Linguistic Identity and Identification: A Study of Functions of Second Language in Enunciating Subject Constitution. Non-cognitive factors that have a crucial incidence in the degree of success and ways of accomplishment of second language acquisition process are focused. A transdisciplinary perspective is adopted, mobilising categories from Discourse Analysis and Psychoanalysis. The most relevant ones are: discursive formation, intradiscourse, interdiscourse, forgetting n° 1, forgetting n° 2 (Pêcheux, 1982), identity, identification (Freud, 1966; Lacan, 1977; Nasio, 1995). Revuz s views (1991) are discussed. Her main claim is that during the process of learning a foreign language, the foundations of psychical structure, and consequently first language, are required. After examining how nomination and predication processes work in first and second languages, components of identity and identification processes are focused on, in an attempt to show how second language acquisition strategies depend on them. It is stated that methodological affairs of language teaching, learner s explicit motivation and the like are subordinated to the comprehension of deeper non-cognitive factors that determine the accomplishment of the second language acquisition process. It is also pointed out that those factors are to be approached, questioning the bipolar biological-social conception of subjectivity in the study of language acquisition and use and including in the analysis symbolic and significant dimensions of the discourse constitution process.

Por uma lingüística crítica: linguagem, identidade e questão ética

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As dimensões da linguagem em livros didáticos de inglês para o Ensino Fundamental I

This article aims at discussing and articulating views of language under sociocultural, dialogic and discourse perspectives, in order to present a theoretical framework as far as the analysis of textbooks of English as a foreign language for the Brazilian Ensino Fundamental I is concerned. Due to the limited number of studies in this field, to the still considerably structural approach of the English language teaching and learning in our country nowadays and to the important mediation role textbooks play in language education, we believe our work can contribute positively to the construction of critical and multiple literacies, which, in turn, can support an active and transformative educacional process in the present times.

Pes no chão e a dança no coração : um olhar fenomenologico da linguagem do movimento

Universidade Estadual de Campinas . Faculdade de Educação Física

Dança em cadeira de rodas : os sentidos da dança como linguagem não-verbal

Universidade Estadual de Campinas. Faculdade de Educação Física

Linguagem corporal de expressão da criatividade e seu (des)envolvimento na educação fisica

Universidade Estadual de Campinas. Faculdade de Educação Física