Publicação e avaliação de periódicos científicos: paradoxos da classificação Qualis em Psicologia

Recently, Brazilian scientific production has increased greatly, due to demands for productivity from scientific agencies. However, this high increases requires a more qualified production, since it s essential that publications are relevant and original. In the psychological field, the assessment scientific journals of the CAPES/ANPEPP Commission had a strong effect on the scientific community and raised questions about the chosen evaluation method. Considering this impact, the aim of this research is a meta-analysis on the assessment of Psychological journals by CAPES to update the Qualis database. For this research, Psychology scientific editors (38 questionnaires were applied by e-mail) were consulted, also 5 librarians who work with scientific journals assessment (semi-structured interviews) and 8 members who acted as referees in the CAPES/ANPEPP Commission (open questions were sent by e-mail). The results are shown through 3 analysis: general evaluation of the Qualis process (including the Assessment Committee constitution), evaluation criteria used in the process and the effect of the evaluation on the scientific community (changes on the editing scene included). Some important points emerged: disagreement among different actors about the suitability of this evaluation model; the recognition of the improvement of scientific journals, mainly toward normalization and diffusion; the verification that the model does not point the quality of the journal, i.e., the content of the scientific articles published in the journal; the disagreement with the criteria used, seemed necessary and useful but needed to be discussed and cleared between the scientific community. Despite these points, the scientific journals evaluation still is the main method to assure quality for Psychology publications

Exploração sexual comercial de crianças e adolescentes : o estado da arte nas produções acadêmicas em psicologia

The Commercial Sexual Exploitation of Children and Adolescents (ESCCA) is a phenomenon that has been given priority in public policy agenda of many democratic governments of Western countries and civil sectors of society, besides the object of studies in different fields of knowledge. Psychology is among these areas and is considered one of the references in the construction of knowledge and actions to confront the phenomenon. However, the epistemological foundations of psychological science are quite different, and so, several are his speeches, knowledge produced and ways of conceiving man and the world. This is evident in the publications of psychology on ESCCA. This work aims to achieve a state of the art of psychology publication in Brazil (in the post-graduation - through theses and dissertations - and journals) on the Commercial Sexual Exploitation of Children and Adolescents. More specifically try to evidence (a) what conceptions of commercial sexual exploitation of children and adolescents the authors lists, (b) what are aimed at research and publications, (c) how the research and issues are justified, and (d) that theoretical approaches the authors are affiliated and methodological possibilities are applied to range the aim proposed in their work. In order to do so, a survey was conducted in the major index sites (eg, BVS-Psi, Capes, theses and dissertations database of university libraries) of the material, covering the period 1990 to 2007. Through research on these sites, we built a database, including information relating to the work sought from specific descriptors for studies in the area of victimization of children and adolescents, with reference to a list provided by Faleiros (2000). After reading the summary of the work, the number of recovered 25 productions was reached - including theses, dissertations and articles. For analysis of the material used in the analysis of thematic content. Two axes themes were established in order to guide the analysis: conceptual elements of commercial sexual exploitation, and theoretical and methodological strategies employed. The axes have as reference for analysis a chapter built on the concept of commercial sexual exploitation, so that all analysis is anchored on it. The analysis points to the existence, still strong, conceptual and terminological confusion about ESCCA. Few studies have not demonstrated this confusion, maintaining a consistent theoretical approach. In relation to the theoretical and methodological strategies, there is a great diversity of approaches in psychology surrounding the phenomenon of ESCCA, enriching levels of understanding and action. This diversity reflects a constitutive heterogeneity of psychological science. We emphasize the perspective of socio-historical psychology, most frequently among the publications. It is hoped that this research will help advance the qualitative approach to ESCCA, especially in the field of psychology, as well as contribute to new research in the area and construction of new means of addressing this human rights violation

Acolhimento institucional e desenvolvimento moral: a generosidade em crianças de quatro a seis anos de idade em situação de abrigo

This research has as main proposal to verify how the virtue of generosity, considered as one of the important aspects of moral development on children, shows itself in children between four and six years old in institutional welcome condition. Toward this aim, knowledge in Human Development Psychology, specifically Jean Piaget and his contemporary collaborators, were associated to philosophic knowledge, with emphasis in Kant and Aristotle. The research took place in an institutional welcome service in the town of Natal-RN, between February and May of 2009, witch is responsible to offer care to children from zero till six years old. As procedure were used: the rulebased game Memory Game ; the childhood story One note fight ; and observations of the institution s everyday. The corpus analysis was done by the Thematic Content Analysis method. In general, in the daily observations, children showed themselves more co-operative and generous than in the executed procedures, mainly when the matter subject was other´s well-being. The duty, Kantian perspective, was overcome by the Aristotelian sumo bem, classified as generous act of afford to other what is not posted as right, however guaranteed by solidarity

A Psicologia do trabalho e das organizações na formação do psicólogo no Brasil

This research has aimed to analyze the presence of the Work and Organizational Psychology (WOP) at the psychologist s undergraduate education after 2004 s National Curricular Guidelines in Brazil. It has investigated in 43 Brazilian undergraduate courses of Psychology how their Course Pedagogical Projects (CPPs) approach the WOP issues. For that investigation, the CPPs, the subjects programmes related to the WOP and the curriculum grid have been accurately read and analyzed. Categories created by similar studies have also been used. The studied knowledge field has been cited by 41 courses, mainly on the definition of the egress s professional profile, on the expected competences and on the psychologist s formation process lines. Moreover, 28 courses have disposed curricular emphasis on the WOP and 12 have provided professional practices on that Psychology s field. All the courses have displayed, at least, one subject related to the WOP and in 29 cases there have been found between two and six subjects concerned to that field of Psychology, occupying nearby 10% of the whole courses credit hours. It has been verified that the Work and Organizational Psychology is allied to discussions about Quality of Life and Health of the Worker, bonded to work prescriptions at the Personnel Management departments and in other places such as syndicates. Additionally, 37% (147) of the WOP s subjects concerns to the contents of the Work Psychology, 21% (81) relates to the Organizational Psychology, 18% (71) are about Industrial Psychology s topics and 14% (55) debates the field generically. The most often issues are: Recruitment and Selection (25 courses); Training, Development, Learning and Education (24); and Work and Mental Health (24). Those topics have assumed three functions: providing principles for the acting at the WOP field; tutoring psychologists to analyze their own workplaces; and offering a comprehension of the human being mediated by the Work. It has been concluded that the WOP is incorporated on the psychologist s undergraduate education by considering the increasing of its presence and the occurrence of its traditional and emergent topics

A presença da produção científica em psicologia na formação de psicólogos do Rio Grande do Norte

The present research aimed to analyze the presence of national scientific production in undergraduate studies in Psychology of Rio Grande do Norte. Therefore, the bibliographical references contained in education plan of subjects linked to the common center of the courses, which were taught in 2011 in three Psychology courses of the state, were focused. The analysis of the material was based on bibliographical and contextual aspects of the production, such as year, nationality, type of material, authorship (including the link of authors to PPGs), structuring axis of the subject in which it was mentioned, among others. The results showed that the national production is predominant in all courses, and they are, mostly, originated from PPGs of Psychology. Among these, the publications resulted from programs in Southwest, with emphasis to PUC-SP, are recent (mostly from 2000s) and they are predominantly composed by books (organizations and full texts). Regarding the distribution of Psychology PPGs production by the structuring axes, it is observed that it surpasses the foreign production only in axis C (procedures of scientific investigation and professional practice) and axis F (professional practices). Accordingly, it is concluded that Psychology production is found in graduation, sharing space with foreign publications and from other areas of knowledge. On the one hand, this is positive, by taking into account the importance of several foreign works and from other fields to build the knowledge in Psychology; on the other hand, it shows that the production from this area is inserted in graduation in a less significant way than its growth, which points out the existence of gaps in the development of some investigative domains from national Psychology

A clínica que se vive: reflexões sobre a prática da Psicologia clínica na contemporaneidade

The increasing search for the psychological attendance, express in the waiting list in the clinics, clinic-school and in the private clinics, beyond the increase of the choice of psychology as professional career among the pre-college students, allows us to reflect about the place that is occupied by the Psychology, nowadays. The main focus of this study is the clinical Psychology, an area of psychology. The interest in to deepen the reflection regarding of the place that the psychologist and his acting had been assumed in our society, emerged from our own actuation as clinical psychologist. Reflections concerning the suffering of man of our time, accompanying our inquietude while researcher and made us question about the actuation of clinical psychology, nowadays. This research aimed to understand how the clinical psychologists perceive their practice, attempting to get appointments regarding of what is to be clinical psychologist in contemporaneity, more specifically, in the face of the psychic suffering. Based on a phenomenological perspective of research were accomplished semi-structured interviews and a discussion group with clinical psychologists. From the obtained results, we arrived to the following conclusions: a) the most of participants considered the academic formation of the psychologist insufficient and far from social reality; b) the speeches revealed that there is still a relation between the practice of clinical psychologist and the medical model of attendance. Nevertheless, was observed a change in the new psychologists conception of clinic, but is still in development; c) in the most of speeches, we founded consensus about the idea of that the social context which the contemporaneous world lives, had generated new demands of suffering; d) the clinical listening is considered the specificity of the clinical psychologist. We believe that this study had been contributed to fomenting the discussion about the academic formation of clinical psychologist and, the concepts and models of clinic that now base the actuation of the professionals that are inserted on the work market

Psicologia e pobreza no Brasil: limites e perspectivas da produção de conhecimento e atuação do psicólogo

Poverty is a main theme in Brazil: according to official data, poverty reachs 70 million Brazilian people, and, between them, 20 million are unable to provide their basic needs. Psychology, as a welfare profession, and given its historical concerns with social actions, could not be away from this theme. Based on this, we ask: Which answers Psychology can provide, toward both the production of knowledge and the practice about social reality? The purpose of this paper is to investigate the psychological scientific production on poverty and the propositions, limits and impacts of psychological actions. We carried out a three stages documental based study analyzing Brazilian psychological literature: (1) online databases survey (312 papers identified); (2) 109 scientific abstracts accessed and coded; (3) selected 47 scientific papers read and analyzed. Results are presented in three sections: general description of the selected scientific production; characterization of the role of poverty in psychological literature; and themes presented at the papers. The academic production about the main theme (poverty) is dispersed, heterogeneous, and related to other fields of knowledge. Poverty is presented at these studies in many ways, such as: a criterium for sample design and the assessment of its psychological impacts; reports on professional experience with poor population; descriptions of this population group; relationship between poverty and others social themes; developmental and learning problems of poor children. In general, it appears that Psychology has improved the scientific production and experiences with poor population. However, it is necessary to build up theories and technical innovations and also to understand structural boundaries for professional practice with this population group

Entre a hegemonia e a polissemia: a Política de Educação e Desenvolvimento para o SUS no contexto do Brasil contemporâneo

The proposal of the Unified Health System Policy (SUS) has been considered one of the most democratic public policies in Brazil. In spite of this, its implementation in a context of social inequalities has demanded significant efforts. From a socio-constructionist perspective on social psychology, the study focused on the National Policy for Permanent Education in Health for the Unified Health System (SUS), launched by the Brazilian government in 2004, as an additional effort to improve practices and accomplish the effective implementation of the principles and guidelines of the Policy. Considering the process of permanent interdependencies between these propositions and the socio-political and cultural context, the study aimed to identify the discursive constructions articulated in the National Policy for Permanent Education in Health for the Unified Health System (SUS) and how they fit into the existing power relations of ongoing Brazilian socio-political context. Subject positionings and action orientation offered to different social actors by these discursive constructions and the kind of practices allowed were also explored, as well as the implementation of the proposal in Rio Grande do Norte state and how this process was perceived by the people involved. The information produced by documental analyses, participant observation and interviews was analyzed as proposed by Institutional Ethnography. It evidenced the inter-relations between the practices of different social actors, the conditions available for those practices and the interests and power relations involved. Discontinuities on public policies in Brazil and the tendency to prioritize institutional and personal interests, in detriment of collective processes of social transformation, were some of obstacles highlighted by participants. The hegemony of the medical model and the individualistic and curative intervention practices that the model elicits were also emphasized as one of the drawbacks of the ongoing system. Facing these challenges, reflexivity and dialogism appear as strategies for a transformative action, making possible the denaturalization of ongoing practices, as well as the values and tenets supporting them

Os novos quixotes da psicologia e a prática social no âmbito do terceiro setor

A pesar del cuadro crítico de la pobreza y desigualdad social en que vivimos en el país, las perspectivas actuales apuntan para el fin del Estado Interventor y para la reducción del gasto público destinado a las políticas sociales. Con el enjugamiento del estado, el Tercer sector está encargado de pacificar la cuestión social, reduciéndola al ámbito del deber moral. Convocado al compromiso social, el psicólogo también empieza a trabajar en la frontera de la exclusión, sin cuestionar la finalidad y las implicaciones políticas del nuevo escenario. El objetivo de este trabajo es investigar la práctica social del psicólogo, en el ámbito del tercer sector , buscando el análisis que hace del nuevo campo de trabajo, así como las estrategias utilizadas en el enfrentamiento de la pobreza. Para la investigación, fueron realizadas 20 (veinte) encuestas semiestructuradas con psicólogos que actúan en instituciones del tercer sector . Las encuestas fueron analizadas cualitativamente, a la luz de la perspectiva gramsciana de sociedad civil y emancipación humana, bien como de los preceptos de la Psicología Comunitaria y Intervención Psicosocial. Utilizamos como base de análisis, todavía, el Método Comparativo Constante. Los resultados fueron agrupados en tres ejes: quien son los nuevos quijotes de la Psicología, las demandas del Tercer Sector y las estrategias utilizadas por el psicólogo en el Tercer Sector . La perspectiva defendida en este trabajo es la de que en el campo de las intervenciones sociales, y más acentuadamente en el Tercer Sector , los psicólogos serían nuevos quijotes , actuando con buena voluntad, con grandes sueños de transformación, pero realizando acciones que no parten de una lectura crítica y adecuada de la realidad, no percibiendo sus posibilidades reales y sus límites de actuación. Finalmente, defendemos que se debe buscar, con la inserción profesional; mejorar la calidad de vida y el bienestar, a través de una intervención proactiva, buscando el desarrollo, la organización y la emancipación de las personas, grupos y comunidades

Relação entre habilidades auditivas e fonológicas em crianças com dislexia do desenvolvimento

A dislexia do desenvolvimento, dificuldade específica de leitura, é caracterizada pela dificuldade em realizar a decodificação fono-grafêmica e percepção de fonemas acusticamente semelhantes. Este estudo teve como objetivo caracterizar o desempenho de crianças com dislexia quanto às habilidades auditivas e de consciência fonológica, correlacionando-as. Participaram deste estudo crianças com dislexia e com bom desempenho escolar, submetidas a avaliações audiológica, do processamento auditivo e das habilidades fonológicas. Os resultados indicaram diferença estatisticamente significante entre as habilidades auditivas de seqüência para sons verbais, mensagem competitiva ipsi e contra-lateral, dicótico de dígitos e dissílabos alternados e ainda nos subtestes de síntese, segmentação, manipulação e transposição. Os achados deste estudo evidenciaram correlação entre provas de memória auditiva e manipulação silábica e fonêmica e associação entre habilidades auditivas e fonológicas, sugerindo que os processos auditivos interferem diretamente na percepção de aspectos acústicos, temporais e seqüenciais dos sons para formação de uma representação fonológica estável.

Formação acadêmica e intervenção profissional na perspectiva da Psicologia do Esporte

An analysis of where sport psychology is, and where it has been, is covered more extensively in this article when we could see the nature of sport psychology. The nature of sport psychology in the future will be determined by the research, writing and applied practices of those now engaged in sport psychology; they will be establishing the field of knowledge, its applied practices and philosophical orientation. This direction is surely the one major development in sport psychology that is exciting and attractive to everyone. What, then, is the future for sport psychology? What will sport psychologists be doing 10 or 20 years from now? It is the problem.

Discalculia do desenvolvimento: avaliação da representação numérica pela ZAREKI-R

O presente estudo investigou aspectos da representação numérica (processamento numérico e cálculo) e memória operacional de crianças com transtornos de aprendizagem. Participaram 30 crianças de idade entre 9 e 10 anos, ambos os gêneros, divididas em dois grupos: sem dificuldade em aritmética (SDA; N=11) e com dificuldade em aritmética (CDA; N=19), avaliadas pela ZAREKI-R, Matrizes Coloridas de Raven, o Blocos de Corsi e o BCPR. Crianças CDA exibiram escores levemente mais baixos que as SDA quanto ao nível intelectual e nos Blocos de Corsi. Na ZAREKI-R apresentaram prejuízo nos subtestes ditado de números, cálculo mental, problemas aritméticos e total. Crianças CDA apresentaram déficits específicos em memória operacional visuoespacial e comprometimento em processamento numérico e cálculo, compatível com discalculia do desenvolvimento.

Concepções de desenvolvimento e de aprendizagem no trabalho do professor

Esta pesquisa teve por objetivo identificar, explicitar e analisar as concepções de desenvolvimento/aprendizagem presentes no trabalho de profissionais de uma escola pública, visando à construção de conhecimentos que permitissem transformar a prática educativa. Elaboraram-se roteiros de entrevista para os professores, o coordenador pedagógico e a direção, um roteiro de observação de aulas e um para consulta ao projeto pedagógico. Os dados foram organizados em categorias que relacionam as concepções de desenvolvimento/aprendizagem apresentadas pela Teoria Histórico-Cultural àquelas encontradas nos dados obtidos na escola. Verificou-se que o trabalho desses profissionais não é fundamentado em uma única concepção de desenvolvimento/aprendizagem, o que pôde ser demonstrado pela coexistência de várias teorias, entre as quais se destacam a de Piaget e a de Vigotski. Constatou-se que as abordagens dos profissionais da escola são permeadas pela cotidianidade, discutindo-se, a partir da Teoria do Cotidiano, de Heller, a invasão de um espaço de produção do conhecimento por ações/reflexões cotidianas.

A perspectiva histórico-dialética da periodização do desenvolvimento infantil

O presente artigo se propõe uma análise dos estágios do desenvolvimento infantil na perspectiva histórico-cultural. Nele são apresentados os princípios ou fundamentos que devem sustentar a periodização do desenvolvimento na perspectiva de Vigotski, buscando-se evidenciar o caráter histórico e dialético das proposições do autor. São também apontadas, de forma breve, algumas das importantes contribuições de Leontiev e Elkonin a essa temática. Discute-se inicialmente a importância de uma abordagem histórica do desenvolvimento da criança, enfatizando-se a relação criança-sociedade e as condições históricas concretas como determinantes do processo de desenvolvimento infantil. em seguida, são apresentados os fundamentos da periodização das idades na perspectiva vigotskiana, destacando-se a relação entre as proposições do autor e os princípios do método dialético. São então apresentados os estágios do desenvolvimento infantil provisoriamente identificados por Vigotski e, por fim, a análise de Leontiev e Elkonin sobre a periodização do desenvolvimento apoiada na categoria de atividade principal.

A equipe de saúde como mediadora no desenvolvimento psicossocial da criança hospitalizada

Num primeiro momento a criança se apropria do conhecimento por mediações externas, nas quais um objeto externo a ela, que pode ser um adulto, faz uma mediação entre ela e o conteúdo a ser adquirido. Assim, a hospitalização pode tornar-se um fator de risco no desenvolvimento psicológico da criança, tanto no âmbito cognitivo quanto no afetivo, caso suas potencialidades não sejam mediadas pela equipe de saúde, pois esta tem grande contato com a criança durante a internação. Foi investigado, como objetivo do estudo, o conhecimento do processo de desenvolvimento infantil por parte dos profissionais da saúde envolvidos no cuidado com crianças hospitalizadas, em um hospital-escola público do Estado de São Paulo. Participaram da pesquisa onze profissionais, entre técnicas e auxiliares de enfermagem, e os resultados indicam que estas consideram importantes alguns aspectos no cuidado com a criança, tais como estimulação da linguagem, atenção, brincadeira, vinculação, contato físico, porém não reconhecem estes aspectos como importantes para o desenvolvimento, e elegem profissionais específicos para tratarem de aspectos relacionados ao desenvolvimento infantil na internação, não se percebendo como mediadoras no processo de desenvolvimento psicossocial da criança hospitalizada.