A participação infantil no cotidiano da escola: crianças com voz e vez

A presente dissertação centra-se no estudo da participação infantil no cotidiano escolar, mais precisamente, das instituições de Educação Infantil. Para tanto, assumo como fundamental perceber a criança enquanto ator social, produtor de cultura e a infância como uma categoria social, geracional. O objetivo principal deste estudo é compreender quais as formas de participação de um grupo de crianças que compõe a turma de nível II, com 5 e 6 anos de idade, da Escola Municipal de Educação Infantil Tia Luizinha, a partir de suas manifestações no cotidiano escolar, buscando perceber quais são os momentos da rotina que as crianças percebem que participam, o que elas pensam sobre esses momentos e como os significam. Para tanto, o referencial teórico-metodológico utilizado para dialogar com esta investigação é oriundo da perspectiva da Sociologia da Infância (SARMENTO, 1997; 2000; 2007, CORSARO 2011, DELGADO, 2004; 2007), que percebem as crianças como sujeitos de direitos, capazes de participar/opinar sobre o meio no qual estão inseridas. Trata-se de uma pesquisa sobre o contexto escolar, cuja metodologia busca inspirações etnográficas, ou seja, é o cotidiano com as crianças, narrado por quem tornou-se ator desta pesquisa, juntamente com elas. Neste sentido, cabe ressaltar que é um processo investigativo COM crianças e não sobre elas. Os principais instrumentos metodológicos utilizados foram a observação, a escuta, os registros, os desenhos das crianças e suas falas. No tratamento dos dados que foram sendo gerados no percorrer da pesquisa, percebi a emergência de duas categorias de análise: a participação das crianças na RODA DE CONVERSA e no PÁTIO da escola. Neste sentido, estabeleço relação entre a infância e os espaços por elas escolhidos como sendo de maior participação, vindo a encontrar eco nos estudos da Geografia da Infância (LOPES, 2008). Foi possível perceber o quanto as crianças atribuem sentidos muito particulares aos espaços nos quais se inserem. A roda de conversa, configurava-se como um espaço/tempo dialógico do cotidiano, porém, ainda muito vinculada com a presença marcante do adulto-orientador. No pátio da escola, em especial, na pracinha, a participação infantil esteve intimamente relacionada a autonomia das crianças e as possibilidades de escolha que ali se apresentavam. Considero que os resultados deste estudo possam contribuir com as propostas pedagógicas das escolas da infância, no sentido acolher as manifestações das crianças, para assim, torná-las cada vez mais coautoras das ações pedagógicas.

O Eu neuropsíquico : Ensaio sobre a consciência

Tese de Doutoramento em Psicologia Clínica apresentada ao ISPA - Instituto Universitário

Henri Lefebvre: possibilidades teórico-metodológicas para Arquitetura e urbanismo

This paper presents the theoretical-methodological possibilities of the French philosopher and sociologist Henri Lefebvre, for the discipline of architecture and urbanism in an effort to overcome the fragmentation imposed by the institutionalization of science in general. From Du rural à l'urbain (Lefebvre, 1970) compilation, it brings the author's other works from the period between 1968 and 1974, indicating the conduits for reflection and their interrelationships with methods, types of analyses and other procedures to treat the space-time urban. The methodology involves a research on the author s 'today and yesterday' in the scientific field, a research and analysis of his procedures in highlight of philosophical, social, economic and political aspects, the historical context of his references and provides significant and possible elements for the study, research and extension in the area in question

Smallest disentangling state spaces for general entangled bipartite quantum states

Entangled quantum states can be given a separable decomposition if we relax the restriction that the local operators be quantum states. Motivated by the construction of classical simulations and local hidden variable models, we construct `smallest' local sets of operators that achieve this. In other words, given an arbitrary bipartite quantum state we construct convex sets of local operators that allow for a separable decomposition, but that cannot be made smaller while continuing to do so. We then consider two further variants of the problem where the local state spaces are required to contain the local quantum states, and obtain solutions for a variety of cases including a region of pure states around the maximally entangled state. The methods involve calculating certain forms of cross norm. Two of the variants of the problem have a strong relationship to theorems on ensemble decompositions of positive operators, and our results thereby give those theorems an added interpretation. The results generalise those obtained in our previous work on this topic [New J. Phys. 17, 093047 (2015)].

Lo fotográfico en la narrativa contemporánea de lengua francesa: P. Modiano, A. Makine y A. Ernaux

The goal of this study is to define the photographic dimension as a transversal notion that accompanies texts and carries out a function that is narrative, discursive and even poetic, and as an unambiguous analytical tool that allows an understanding of the function of the photographic image in contemporary fiction. How does the photographic dimension act within a text of fiction? How does it guide it, define it, and eventually, transform it? How is the space-time element of a text influenced when the photographic dimension affects the heart of the story? How does the status of the photographic image change when it is blended with the fictional text, and how is a text reorganized in light of the photographic dimension? What interpretations are made possible by the analysis of the photographic dimension? Is it possible to narrate and read a photograph without having to see it, or to what extent does a photograph in plain view determine the writing and reading of the story? In short: What writing and reading digressions are caused by the presence of photographs within a literary text; what is their role, for example, in the activation of memory, of a dream-like state or of identity, and what symbolic dimension is introduced?...

O tempo de permanência como caracterizador do espaço habitacional

para obtenção do grau de Mestre em Arquitectura, apresentada na Universidade de Lisboa - Faculdade de Arquitectura.

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)

Tiempo y espacio como ideología

This article analyzes the relationship of the categories of time and of space, as long as holder of the ideological process, since the alteration of these categories is what characterizes to such a process. That is to say, the divisions of this even dialectical categorial bears a characterization of the reality like something static. Also, it thinks about the timespatiality concept as a notion that re-establishes the dialectical unit of the categories of time and space, and that it allows the apprehension of the movement.

O corpo na dança - A dança no corpo

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Clínica.

Dealing with crisis: Early childhood teachers perceived role in supporting children

The study explored how two experienced early childhood teachers support children dealing with crisis in their home environment, namely divorce, domestic violence and imprisonment of parents. The focus was on the relationship between the educational environment (organisation of space, time and relationships in an ecological perspective) and children's emotional well-being. This study builds on studies in Portugal about emotional well-being (Portugal & Laevers, 2010) and about the impact on children from imprisoned parents (Afonso, 2005, Kominsky, Pinto & Miyashiro, 2005, Tavares, 2011), domestic violence (Batista, 2014, Lisboa et al., 2002, Ribeiro, 2010) and divorce (Martons, 2010, Rego, 2008). The theoretical framework was weaved with Laevers (2004) concepts of emotional well-being and involvement and Siraj-Blatchford (2002) and Figueiredo (2013) perspective of pedagogy as including different dimensions of which the educational environment is essential. In-depth interviews with both teachers and some observations of their classroom dynamics were analysed for emerging cross themes in this qualitative study. Anonymity was preserved throughout the study by the use of codes. The study was presented to the teachers and questions were presented in advance. Both teachers expressed preference for adapting existing pedagogical tools (e.g. the classroom diary) and the daily dynamic to support children instead of using special interventions. Domestic violence was seen as the most problematic situation for its repercussions. Attention to emotional well-being, a strong relationship with the child and the families was highlighted. Pedagogy was described as answering different challenges, with a strong emphasis on children's participation. Thematising teachers' pedagogical knowledge is important.

Prevalencia e incidencia de cáncer en habitantes de Sibaté, y georeferenciación de casos 2010-2014

Introducción: El Cáncer es prevenible en algunos casos, si se evita la exposición a sustancias cancerígenas en el medio ambiente. En Colombia, Cundinamarca es uno de los departamentos con mayores incrementos en la tasa de mortalidad y en el municipio de Sibaté, habitantes han manifestado preocupación por el incremento de la enfermedad. En el campo de la salud ambiental mundial, la georreferenciación aplicada al estudio de fenómenos en salud, ha tenido éxito con resultados válidos. El estudio propuso usar herramientas de información geográfica, para generar análisis de tiempo y espacio que hicieran visible el comportamiento del cáncer en Sibaté y sustentaran hipótesis de influencias ambientales sobre concentraciones de casos. Objetivo: Obtener incidencia y prevalencia de casos de cáncer en habitantes de Sibaté y georreferenciar los casos en un periodo de 5 años, con base en indagación de registros. Metodología: Estudio exploratorio descriptivo de corte transversal,sobre todos los diagnósticos de cáncer entre los años 2010 a 2014, encontrados en los archivos de la Secretaria de Salud municipal. Se incluyeron unicamente quienes tuvieron residencia permanente en el municipio y fueron diagnosticados con cáncer entre los años de 2010 a 2104. Sobre cada caso se obtuvo género, edad, estrato socioeconómico, nivel académico, ocupación y estado civil. Para el análisis de tiempo se usó la fecha de diagnóstico y para el análisis de espacio, la dirección de residencia, tipo de cáncer y coordenada geográfica. Se generaron coordenadas geográficas con un equipo GPS Garmin y se crearon mapas con los puntos de la ubicación de las viviendas de los pacientes. Se proceso la información, con Epi Info 7 Resultados: Se encontraron 107 casos de cáncer registrados en la Secretaria de Salud de Sibaté, 66 mujeres, 41 hombres. Sin división de género, el 30.93% de la población presento cáncer del sistema reproductor, el 18,56% digestivo y el 17,53% tegumentario. Se presentaron 2 grandes casos de agrupaciones espaciales en el territorio estudiado, una en el Barrio Pablo Neruda con 12 (21,05%) casos y en el casco Urbano de Sibaté con 38 (66,67%) casos. Conclusión: Se corroboro que el análisis geográfico con variables espacio temporales y de exposición, puede ser la herramienta para generar hipótesis sobre asociaciones de casos de cáncer con factores ambientales.