Influência do ambiente rural e urbano no desenvolvimento funcional de crianças de até seis anos de idade

The influence of the environment on psychomotor development of children is evidenced in many studies. Many factors can threaten children’s development and hinder the children with regard to functional activities. Objective: The objective of this research was to investigate the possible effects of urban and rural environment on the functional performance of children under six years old. Methods: The study included 30 children divided into two groups, one group consisted of 15 children of both genres with a mean age of 44.13 ± 20.97 months, residing in urban area and another for 15 children, both sexes with a mean age of 44.33 ± 20.91 months, residing in rural areas. All were tested using functional Pediatric Evaluation of Disability Inventory (PEDI), which is based on an evaluation trial, conducted through structured interviews with those responsible for the child. This test outlines the functional profi le of children in three performance areas: self-care, mobility and social function, evaluated in three parts (functional skills, caregiver assistance and modifi cations to the environment). In this study we used the parts I (funcional skills) and II (caregiver assistance) in three areas: self-care, mobility and social function. The collected data were analyzed by means of the Mann - Whitney test, with the level of signifi cance at p ≤ 0.05. Results: The results show no signifi cant difference in the areas of self-care and mobility, both in relation to functional abilities when the caregiver assistance. In the area of social function, there was a lower performance of children living in rural areas, in functional abilities (p = 0.027) and caregiver assistance (p = 0.028). Conclusion: Based on this information, we can conclude that children who live in rural areas have a worse development of the social functions of children living in urban areas.

Como resolver uma situação de não aprendizagem: um estudo psicogenético sobre a construção do conhecimento social

Based on the Piagetian theory and on the research about the construction of Social Knowledge, this article presents the beliefs of children and adolescents regarding the resolution of a situation of not learning. Data were obtained from 80 students, between 06 and 16 years, who analyzed a story involving this issue. The main results indicate that most participants are not able think about the situation contained in the story in a more complex way, disregarding processes and elements, thus. They tend to give simplistic answers and it demonstrates the characteristics of the most elementary level of understanding of social reality. Even among the older students, a less elaborated representation of this daily social question, “to learn or not to learn”, was also preponderate.

Desenhos sobre aprendizagem e não aprendizagem: a construção do conhecimento social sob o enfoque piagetiano

The article presents preliminary data of a survey that aimed to investigate the beliefs of children and adolescents about not learning. A total of 80 students, aged 6 to 16 years participated of the study. Among the participants, 20 are 6 years old, 20 are 9, 20 are 12 and 20 are 16 years old. As methodological tool, it was asked the participants to draw a person that learns and another one that doesn’t learn. Data was analyzed according to the Piagetian perspective for the construction of social knowledge. The main results indicate that a significant part of the participants tend to blame the students for the result of no learning. This indicates that students are able to consider the amplitude of different dimensions of social phenomena only partially. When considering the level of understanding of social reality, it was observed that, even at older ages, participants have a very basic notion of the social world.

Não aprender na visão de crianças e adolescentes brasileiros: um estudo evolutivo na perspectiva piagetiana

This article aims to present dada from a research about the construction of social knowledge under the Piagetian perspective. Beliefs of children and adolescents about not to learn were investigated. 80 individuals aged 6 to 16 years participated of this study. They had to answer to three methodological tools: a drawing, the analysis of a history and the analysis of a film which involved situations of not learning. It will be presented here the main results of the drawing task. Among other results, data indicate that a significant part of the participants blame the students themselves for not learning, by factors such as indiscipline and lack of motivation. Results also show that Brazilian individuals are not in advanced levels of understanding of social reality, even at older ages.

As causas da violência segundo a visão de crianças e adolescentes

O artigo apresenta parte de um estudo evolutivo a respeito das idéias de crianças e adolescentes sobre a violência urbana, fundamentado na teoria piagetiana. No presente trabalho são apresentados os dados obtidos a partir do primeiro instrumento metodológico (entrevista clínica) utilizado na pesquisa. Os resultados demonstraram que tanto as crianças como os adolescentes constroem idéias sobre a temática e que essas idéias não são cópias da realidade, mas reconstruções originais do sujeito. Também foi possível evidenciar que, dados ressaltam a importância de um trabalho adequado dentro da escola que leve em consideração as idéias que os alunos possuem sobre o mundo social.

Adesão ao valor justiça em crianças e adolescentes

This search is part of a larger study conducted at the Carlos Chagas Foundation (SP-Brazil), which aims to build a scale to assess adhesion to moral values by basic education students and their teachers. This text addresses only the value of justice. The responses of 111 10-13 year old children and 121 teenagers between 14 and 17 years of age at public and private schools in the city of São Paulo (SP-Brazil) were compared. Among the various topics addressed, some issues of distributive, retributive and commutative justice were selected. In the questionnaire, the alternatives offered were built in increasing stages of decentration from a social perspective inspired by Kohlberg. The results confirmed the two hypotheses that had been raised: there was a progression in the choice of the answers concerning the stages between children and teenagers and there were differences between the three forms of justice considered, in relation to the achievement of higher levels.

O leitor na reportagem de revista: um estudo das marcas da interação no gênero

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aquisição/aprendizagem de LE na infância: a produção de enunciados em inglês por crianças de 3 a 5 anos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Efeitos da comunicação alternativa na interação professor-aluno com paralisia cerebral não-falante

Speech has been regarded as a social communicative modality required for building relationships in different contexts and cultures. Nevertheless, this is not always a readily available resource, especially for those who have developmental disorders. In this sense, Augmentative and Alternative Communication resources and strategies have been used by nonspeaking students with disabilities as useful tools to achieve greater social participation in different environments. Therefore, the present study examined the interaction between teachers and a student with cerebral palsy before and after the use of Alternative Communication strategies in the classroom. The study had a quantitative and qualitative nature and was designed as an intervention study. There were four main stages: 1) filming before the introduction of the resources in the classroom, 2) training the school teachers 3) providing technical assistance regarding the use of alternative communication to the child's teacher 4) filming teacher-student interactions using these technological resources. The interactions were transcribed and grouped into links. In this research, a link means the initiator's behavior directed to the exchange partner and the response in sequence from the interlocutor back to the initiator. It was found that the established interactions presented a maximum of four links, with greater frequency for episodes of 1st and 2nd links. After the intervention, there were different contexts with the presence of interactions up to the 6th link, often greater frequency for episodes of 1st, 2nd and 3rd links. In addition, the teacher showed a tendency to use symbols only as a tool for evaluating and teaching concepts. This perception changed as the teacher became familiarized with the Augmentative and Alternative Communication technology resources.

A importância da arte-educação na educação infantil

O Trabalho de Conclusão de Curso na área de Arte e Educação terá por objetivo refletir sobre a temática da “Arte-educação” tendo como problemática central “A importância da arte-educação na educação infantil”. A importância arte no desenvolvimento infantil é indiscutível, pois a experiência artística é um fator humanizador, cultural, que cria inúmeras significações e produz em cada um a percepção da própria capacidade de transformação, além de proporcionar a oportunidade de desenvolvimentos de potenciais, comunicação e interação. Portanto, a arte-educação, uma abordagem, influenciada pelo pósmodernismo, que tem como objetivo fundamental o desenvolvimento da habilidade crítica de interpretação das obras de arte, assim como dos elementos visuais que compõem a vida contemporânea, levando em conta o contexto social e cultural, faz com que as crianças tenham, além do encorajamento de sua originalidade, liberdade e espontaneidade, um ensino que se sustenta na inter-relação entre história da arte, leitura da obra e o fazer artístico. Para tal estudo será tratada a história da arte no Brasil, a arte na escola brasileira desde os seus primórdios, a importância desta para a formação do ser social infantil. A metodologia utilizada para a elaboração e desenvolvimento deste trabalho se realizará através da abordagem qualitativa, feita por pesquisa bibliográfica para justificar a problemática em questão.

A importância da música no desenvolvimento cognitivo, afetivo e social: educação infantil e fundamental I

Estudos comprovam que os fetos desde o útero já respondem a estímulos sonoros e que a música, por sua vez, pode influenciar no desenvolvimento cognitivo, afetivo e social do individuo. É a partir de tais considerações que o presente trabalho identifica, através de levantamento bibliográfico mais aprofundado, quais os fatores que a linguagem musical pode desenvolver nas crianças e como tal linguagem se constitui num “treinamento” para o cérebro, visando, primordialmente, a busca de novas práticas de aprendizagem. Analisamos, ainda, o currículo de formação dos professores do curso de Licenciatura Plena em Pedagogia das universidades federais e estaduais brasileiras, observando a ênfase dada à modalidade do ensino de música nos cursos de formação de professores unidocentes. Por fim buscamos oferecer subsídios metodológicos, dos quais os professores unidocentes possam lançar mão para o desenvolvimento de atividades destinadas ao trabalho com musicalização infantil

Significados e expectativas de crianças das camadas populares em relação à escolarização

Nowadays, we understand the childhood as a result of historical and social changes. This work aims to comprehend representations and expectations made by children from the popular classes in the initial years of Fundamentaql Education. We conducted a research with six students from a public school that attends children from urban popular layer's families. The research examines the meanings and representations of educational practices developed in the relationships established among teachers, students and families through their life stories. Among the results, we can say that the environment of differentiation in the school id perceived to the students because they introject teacher's representations about their performance. Scientific studies show that children crystallize a positive image of the shool when the speech and posture of the institution value and encourage learning. However, the students are challenged to produce better results in order to participate in extracurricular activities, which they are excluded todue indiscipline or learning difficulties. The mean of the schooling is highly influenced by the performance of students and also by the attitude of educators in the family and in the school. The theoretical review points out that when students have a good performance, the merit is attributed to stress and ease they have to acquire the learning contents. In other hand, struggling students or with a lag of content explains the academic problems stems from the lack of capacity and potential for acquisition of learning compatible with age, defining schooling as something necessary for training, but which is inaccessible in their life stories

Pingos - colocando os pingos nos is: uma proposta de jornalismo para crianças

Este trabalho propôs a criação de um suplemento jornalístico infantil com abordagens informativas de temas culturais. A preocupação com a produção de matérias contextualizadas para crianças partiu da percepção da relativa escassez de produtos jornalísticos que tratem os leitores de dez e onze anos como público capaz de compreender textos pertinentes à cultura e que priorizem a informação e a prestação de serviços à infância. Partimos da concepção de que a mídia assume um papel importante para o desenvolvimento cognitivo da infância e que é possível construir um meio de comunicação favorável à formação integral, com abordagens contextualizadas. O resultado do trabalho foi o produto impresso Pingos, colocando os pingos nos is, com 28 páginas em formato A4, como projeto experimental de um jornalismo comprometido com a qualidade da informação para crianças e voltado para o incentivo à cultura

Análise do contexto histórico-social e das marcas deixadas no discurso pelo enunciador em diferentes versões do conto de fadas cinderela

Bettelheim (2007), analyzing the infant psyche concluded that for the child to gain self-esteem and develop a balanced sense of self, need to learn to take certain decisions on a daily basis, which will be facilitated by identifying their problems, designed in the stories that are told (or read). Thus, it could find solutions and feel safer. Based on the reading of fairy tales, we dealt with this research, the resumption of fairy tales in homes and schools, in order to help parents and teachers to get parameters to work thinking of their children and students, from such stories, awakening the taste of children by reading and text production. The proposal considered different versions of the fairy tale Cinderella, noting as the moralizing process the messages each approach, and explores the plot and determines which versions would be appropriate for the psycho-cognitive development of children. We also investigated aspects pertinent to the narrative structure, based on literary theory, in order to work in comparative literature. From the discourse analysis, sought to address the marks left by the utterer, capable of denoting its cargo and its ideological worldview projected in the story, although he re-create the history and environment on real facts of a particular period (MARTINS, 2007)

O uso social da leitura e as práticas pedagógicas em sala de aula: construção de conhecimentos e formação de leitores

This research aimed at studying the social role of reading, its importance in building knowledge and training of readers, as well as reflect on the teaching of reading in schools, with children in the literacy process. For their achievement, were used as theoretical support authors who are dedicated to the study of language, thematic reading, and phenomena that occur through it in the school environment, especially those of Bakhtin, Kleiman, Chartier, Foucambert, among others . The research was carried out using the approach of qualitative research, using participatory action research, through which the researcher could have direct contact with the observed phenomena, to participate and collect the participants' actions in its natural context, the from their perspective and their views. As for collecting and analyzing data, we used the tools of questionnaire, interview and participant observation. Its subjects a literacy class and their respective teacher, in 2009. By analyzing this information, one can draw a picture of reading in the school environment and teaching practices that surround this object. The results of the literature survey and data analysis suggest that reading is a social practice, and as such has indispensable social function in society today. And the school, one of the greatest instruments of contact with the world of letters, therefore, of reading for children means not literate, have key role in developing and training of readers who are aware of the importance of reading and perpetuate this practice in their daily lives. Similarly, subjects of research, have achieved an advanced level of literacy and understand the social role of reading and its importance to live in society, in which they belong