Colombian Jazz dance suite : a synthesis of the music of the colombian andes and modern jazz

This thesis is an attempt to unite two distinct and dissimilar musical genres, the music of the Colombian Andes and modem jazz. The compositions to be analyzed in this thesis are meant to function as parts of a whole. Thus, they will be linked by thematic and rhythmic material. In their entirety the pieces will form a suite of dances not unlike those of Baroque composers, with titles that denote the name of the particular air being employed by the composer, who is also the author of this thesis. These individual dances are orchestrated for a jazz ensemble consisting of piano, string bass, drums, alto saxophone, and guitar. The rhythmic underpinning of this work is inspired by the folk music of Colombia and the harmonic content will be derived from the jazz idiom. The purpose of this thesis is to demonstrate the possible product of the fusion of musical disciplines that are on the surface in no way related. This thesis will also attempt to show an example of how cultures can meld socio-artistically.

EXPRESSIVE ARTS – EMBODYING INCLUSIVE TEACHERS

The Declaration of Salamanca proposes a deep reformulation of educational praxis which has as a main goal to create an environment where all students can enjoy learning, improve and grow in confidence, in a perspective of Inclusive Education. In this sense, it is necessary that teachers acquire scientific and educational skills but, also, development of personal and interpersonal competences that are crucial for a flexible and adequate professional praxis. The concept of competences integrates knowledge, skills, personal values and attitudes that are acquired through work experience and learning by doing. On other side, experiential work is lived through a body in movement. Acknowledging these ideas and considering active methods and expressive arts as valorous contributions to the positive model of inclusive education in this paper, the authors propose the training in Expressive Arts to promote Inclusion but mainly to develop personal and interpersonal competences of teachers to the Inclusion

RELATIONSHIPS IN INCLUSIVE CLASSROOMS

Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors reflect on four studies which aim to identify and evaluate the relationship between several agents in the teaching–learning process (regular teachers, special education teachers and peer students) and the students with Autism, Cerebral Palsy, Mental Disability and Attention Deficit Hyperactivity Disorder. The studies were held in Primary Portuguese schools. The results are presented and discussed in their similarities and differences. The discussion shows that relationships between teachers and children with Special Education Needs (SEN) differ from those between teachers and typical children, but also according to different SEN. In general, there are not significant differences between regular teachers and special education teachers

A segunda vida da Praia dos Espanhóis: dançarinos, pescadores e turistas no sul de Portugal

Abstract: In this text, we deal with proccesses of appropriation of space in the Dam of Póvoa (Portugal) using a dwelling perspective (Ingold 2009) over the territory. The reconversion of innactive spaces in rural areas into leisure-related ones in a quite common practice in contemporary times.The Spaniards beach is one of the local names given by locals to the Dam of Póvoa (Castelo de Vide), in northern Alentejo (Portugal). In the collective memory of the residents, the Dam (built in the 1920’s) is remembered for the many flowers surrounding the area. This Garden-style aesthetics has outlived the initial function of the Dam (to produce electric power). From the 1960’s to the 1980’s, it was also a popular leisure space for Spanish and Portuguese people. It is not a beach, but being inland, it was the closest thing to a beach the residents had. The centrality of this leisure space in the area only decayed after the construction of swimming pools in the nearby towns. Early in the begginning of 21st century a fire destroyed part of the natural floral landscape of the dam. Abandoned for some years, the place has still been appropriated by leisured people in day-trips (for sight-seeing, pic-nics), fishing competitions, caravan soujorns, and, since 2013, in a music and dance festival named Andanças (www.andancas.net). The research that underlies this paper was carried out between 2013 and 2016 by a team of anthropologists. An ethnography of the Dam and its uses, and of the festival and its participants was carried out. In our working-paper we higlight the main research findings achieved. Key-words: Leisure; Landscape; Tourism; Music; Space; Portugal.

Searching for best practices to build an inclusive intervention. The international project ENABLIN+ aproach

The project ENABLIN+ is an international partnership for the period of 01/01/2014 to 31/12/2016. It's addressed to the needs of children and youth with complex and intense support needs (CISN), their caregivers and supporters. It wants to develop a system of interdisciplinary in-service training, where professionals and parents of various professional backgrounds learn together, with the aim of improving inclusion, promoting de-institutionalization and enhancing quality of life of the children with CISN, at various age levels. ENABLIN+ promotes an inclusive intervention, not only in social life, but also in education. In this context, this work aims to present and discuss the concept of “best practices” in inclusive intervention based in real world cases. To study that subject we prepare a seminar, where 12 cases of “best practices” in inclusive intervention was presented.

Language, action, and sensoriality: a multimodal analysis of interactions in inclusive sport climbing with visually impaired athletes

In sport climbing, athletes with vision impairments are constantly accompanied by their guides – usually trainers – both during the preparatory inspection of the routes and whilst climbing. Trainers are, so to speak, the climbers’ eyes, in the sense that they systematically put their vision in the service of the climbers’ mobility and sporting performance. The synergy between trainers and athletes is based on peculiar, strictly multimodal interactive practices that are focused on the body and on its constantly evolving sensory engagement with the materiality of routes. In this context, sensory perception and embodied actions required to plan and execute the climb are configured as genuinely interactive accomplishments. Drawing on the theoretical framework of Embodied and Situated Cognition and on the methodology of Conversation Analysis, this thesis engages in the multimodal analysis of trainer-athlete interactions in paraclimbing. The analysis is based on a corpus of video recorded climbing sessions. The major findings of the study can be summarized as follows. 1) Intercorporeality is key to interactions between trainers and athletes with visual impairments. The participants orient to perceiving the climbing space and acting in it as a ‘We’. 2) The grammar, lexicon, prosody, and timing of the trainers’ instructions are finely tuned to the ongoing corporeal experience of the climbers. 3) Climbers with visual impairments build their actions by using sensory resources that are provided by their trainers. This result is of particular importance as it shows that resources and constraints for action are in a fundamental way constituted in interaction with Others and with specific socio-material ecologies, rather than being defined a priori by the organs and functions of individuals’ body and mind. Individual capabilities are thus enhanced and extended in interaction, which encourages a more ecological view of (dis)ability.

La communication inclusive en Italie et en Suisse: une étude expérimentale

Taking example of textual, oral and visual contents from Italian and Swiss government websites (Italian and French-speaking ones), this research makes a case study on the theme of inclusive communication, focusing particularly on non-sexist communication. Our corpus consists of Italian (https://www.governo.it/), Swiss Italian (https://www.admin.ch/gov/it/pagina-iniziale.html) and Swiss French (https://www.admin.ch/gov/fr/accueil.html) government websites. To better analyze the topic of inclusion, we decided to divide the thesis into two parts: a first theoretical section that focuses on a description of the topic's basic notions and the policies adopted by the two countries; a detailed presentation of the categories of marginalized people and the current situation of the use of processes related to inclusive communication; an analysis of communication from a gender perspective and the differences between the two countries. For the second section of this thesis, we decided to conduct innovative research by comparing and contrasting the three websites. Press releases, speeches, job postings and photo galleries will be among the analyzed materials. These sources will be studied meticulously to form a global perspective on the progress of inclusive communication in Italy and Switzerland.

Dyskinesia induced by phenytoin

Phenytoin is an effective antiepileptic drug, although, it can be associated with many side effects, including dyskinesia. OBJECTIVE: To describe the clinical characteristics of phenytoin induced dyskinesia. METHODS: We investigated the occurrence of involuntary movements in patients followed at our adult and pediatric epilepsy clinics during the period of one year. RESULTS: Three patients presented with phenytoin-induced dyskinesia: one adult with axial and orofacial dyskinesia, and two children with choreoathetosis. They did not have other signs of phenytoin intoxication and had complete recovery after phenytoin withdrawal. CONCLUSION: Phenytoin induced dyskinesia may occur during either chronic or initial treatment and with normal serum phenytoin levels. However, it occurs most often in patients on polytherapy, usually after increasing dosage and with toxic serum levels. Other signs of phenytoin intoxication may be present in these patients, but often the dyskinesia is the only side effect, which may delay the diagnosis and treatment. The clinical characteristics of the involuntary movements vary and may be focal or generalized, most often characterized by choreoathetosis and dyskinesias. These may last for hours, days or even years, but frequently disappear completely after phenytoin withdrawal.

Performativity and the claims of scientificity of modern linguistics

This paper discusses the claim of the situatedness of research in both theoretical and applied linguistics and some of its implications and argues that it is linked to the performativity of all assertions, including scientific ones. More importantly, I argue that it is the regressive infinity of performativity that makes inevitable the passage from presumably 'dispassionate' research to militancy.

O papel da interação no processo de ensino-aprendizagem de português para alunos surdos em uma escola inclusiva

In this article, it is discussed the role of interaction in the process of teaching and learning Portuguese of deaf students at an inclusive school. In the context where the research took place, the hearing teacher does not understand sign language, and there are, in her classroom, hearing students and four deaf students, being three of them sign language users. As the communication between the hearing teacher and the deaf students occurred in different codes - Portuguese and Brazilian sign language - and having a social-interactional approach of language (MOITA LOPES, 1986; FREIRE, 1999), we observed if the interaction among the subjects enabled the deaf students to understand what was being taught. The results showed that the fact of having four deaf students in the same classroom allowed them to work in a cooperative way. Besides, the sign language became more visible in this institution. On the other hand, the interaction between the teacher and her deaf students revealed to be of little significance to the learning process of this small group.

A língua inglesa no ensino fundamentl I público: diálogos com Bakhtin por uma formação plurilíngue

This article aims at discussing the contributions of the Bakhtinian Circle theories to foreign language teaching and learning (HALL et al., 2005), as far as the first years of formal education in Brazil are concerned. Up to the present moment, foreign languages, including English, are not officially part of the National Curriculum of the first five schooling years. Due to the importance of English in a globalized world and despite all the controversial socio-educational impacts of such an influence, there has been an increase in the interest in this discipline at the beginning years of Brazilian public education (ROCHA, 2006), which has been happening at an irregular pace and without official parameters. Therefore, the relevance of this work lies on the possible guidelines it may offer to support a more effective, situated and meaningful teaching-learning process in that context. Standing for a pluralistic approach to language education, we take the bakhtinian speech genres as organizers of the educational process. We strongly believe that through a dialogic, pluralistic and trans/intercultural teaching (MAHER, 2007), whose main objective is the development of multi (COPE e KALANTZIS, 2000) and critical (COMBER, 2006) literacies, the hybridization of genres and cultures, as well as the creation of third spaces (KOSTOGRIZ, 2005; KUMARAVADIVELU, 2008) can happen. From this perspective, foreign language teaching and learning play a transformative role in society and English is seen as a boundary object (STAR e GRIESEMER, 1989), in and by which diversity, pluralism and polyphony can naturally find their way.

Identidade social e auto conceito do dançarino em cadeira de rodas

Universidade Estadual de Campinas . Faculdade de Educação Física

A dança na formação docente em educação física

Universidade Estadual de Campinas . Faculdade de Educação Física

Adaptação do handebol para a prática em cadeira de rodas

Universidade Estadual de Campinas . Faculdade de Educação Física

Uma leitura da questão da deficiencia e da inclusão no ensino municipal de Hortolandia : olhares e ações da docencia de Educação Fisica e de seus pares

Universidade Estadual de Campinas . Faculdade de Educação Física