L'essence relationnelle. Fonctionnement neurobiologique et relations humaines

Dans une perspective phénoménologique, le corps, les fonctions vitales, le mouvement déterminent un échange constant entre le sujet et le monde, entre soi et l'autre. La neurobiologie, de son côté, s'intéresse aux transformations biologiques liées à ces expériences, mais sa méthode est fort différente. Les auteurs proposent une réflexion sur la manière dont les découvertes de la neurobiologie interviennent pour mieux "comprendre" la dimension de la rencontre. La relation intersubjective est façonnée non seulement par les structures du fonctionnement mental, par le vécu du sujet, mais encore par la "danse" des postures et le mouvement des corps ; elle est enfin portée par le milieu culturel et social, par la nature de l'environnement. La construction des liens entre le patient et le thérapeute permet à chacun d'eux de cheminer vers un accomplissement de sa propre existence. In a phenomenological perspective, the body, the vital functions, the movements determine a constant exchange between the subject and the world, between self and the others. The neurobiology on its part, is interested in the biological transformations connected to these experiences but its method is quite different. The authors suggest to consider how the neurobiological discoveries help to get a better understanding of the dimension of the encounter. The intersubjective relationship is not only shaped by the structures of the mental functioning, by the subject's experiences, but also by the « dance » of the postures and movements of the body; it is nonetheless influenced by the cultural and social environment, as well as by the type of environment. The build-up of relationships between the therapist and the patient allows both of them to find a way to fulfillment of their own existence.

Notas sobre a presença de Mead na obra de Habermas

Habermas pensa a questão da individuação e da socialização a partir dos estudos de George Hebert Mead, que, na sua concepção, foi o primeiro a refletir substancialmente sobre um modelo de eu produzido socialmente. Mead oferece todo subsídio teórico para o desenvolvimento de uma teoria da evolução humana que envolve o processo de individuação e de socialização. Pelo paradigma de intercompreensão, ou seja, da relação intersubjetiva de indivíduos que se socializam por meio da comunicação e se reconhecem mutuamente, Mead permite a mudança de paradigma da consciência de si, da autorreferência de um sujeito que age isoladamente para o indivíduo que processa trocas sociais mediante a linguagem. Portanto, um dos principais componentes da teoria de Mead, em que Habermas busca contribuição para sua Teoria da Ação Comunicativa, é o processo de constituição do eu, sua identidade. Mead acredita ser a individuação representada como um processo que é linguisticamente mediador da socialização e da construção de uma história de vida, na qual os sujeitos são conscientes de si. É esse meio linguístico estabelecido entre os sujeitos e o meio do entendimento intrassubjetivo e histórico vital que possibilita a formação de uma identidade de sujeitos socializados. É o reconhecimento intersubjetivo e autoentendimento mediado intersubjetivamente que propicia a formação da identidade. Esse quadro conceitual será fundamental a Habermas, na sua acepção de eu pós-convencional.

A ruralidade e a multifuncionalidade nos espaços rurais de Piedade e Pilar do Sul-SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Macchine esperienziali: Narrativa, cognizione e atto di lettura

La mia tesi si riallaccia al dibattito teorico-letterario contemporaneo sulla possibilità di un approccio cognitivo alla narrativa e alla letteratura in particolare. Essa si propone di esplorare il rapporto tra narrazione ed esperienza, ridefinendo il concetto di “esperienzialità” della narrativa introdotto da Monika Fludernik nel suo Towards a “Natural” Narratology (1996). A differenza di Fludernik, che ha identificato l’esperienzialità con la rappresentazione dell’esperienza dei personaggi, la mia trattazione assegna un ruolo di primo piano al lettore, cercando di rispondere alla domanda: perché leggere una storia è – o si costituisce come – un’esperienza? L’intuizione dietro tutto ciò è che le teorizzazioni dell’esperienza e della coscienza nella filosofia della mente degli ultimi venti anni possano gettare luce sull’interazione tra lettori e testi narrativi. Il mio punto di riferimento principale è la scienza cognitiva “di seconda generazione”, secondo cui l’esperienza è un relazionarsi attivo e corporeo al mondo. La prima parte del mio studio è dedicata all’intreccio tra la narrativa e quello che chiamo lo “sfondo esperienziale” di ogni lettore, un repertorio di esperienze già note ai lettori attraverso ripetute interazioni con il mondo fisico e socio-culturale. Mi soffermo inoltre sul modo in cui relazionarsi a un testo narrativo può causare cambiamenti e slittamenti in questo sfondo esperienziale, incidendo sulla visione del mondo del lettore. Mi rivolgo poi al coinvolgimento corporeo del lettore, mostrando che la narrativa può attingere allo sfondo esperienziale dei suoi fruitori anche sul piano dell’esperienza di base: le simulazioni corporee della percezione contribuiscono alla nostra comprensione delle storie, incidendo sia sulla ricostruzione dello spazio dell’ambientazione sia sulla relazione intersoggettiva tra lettori e personaggi. Infine, mi occupo del rapporto tra l’esperienza della lettura e la pratica critico-letteraria dell’interpretazione, sostenendo che – lungi dal costituire due modalità opposte di fruizione dei testi – esse sono intimamente connesse.

The adolescent towards knowledge

The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.

The adolescent towards knowledge

The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.

The adolescent towards knowledge

The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.

Relationship Between Orofacial Function, Dentofacial Morphology, And Bite Force In Young Subjects.

The aim was to evaluate the relationship between orofacial function, dentofacial morphology, and bite force in young subjects. Three hundred and sixteen subjects were divided according to dentition stage (early, intermediate, and late mixed and permanent dentition). Orofacial function was screened using the Nordic Orofacial Test-Screening (NOT-S). Orthodontic treatment need, bite force, lateral and frontal craniofacial dimensions and presence of sleep bruxism were also assessed. The results were submitted to descriptive statistics, normality and correlation tests, analysis of variance, and multiple linear regression to test the relationship between NOT-S scores and the studied independent variables. The variance of NOT-S scores between groups was not significant. The evaluation of the variables that significantly contributed to NOT-S scores variation showed that age and presence of bruxism related to higher NOT-S total scores, while the increase in overbite measurement and presence of closed lip posture related to lower scores. Bite force did not show a significant relationship with scores of orofacial dysfunction. No significant correlations between craniofacial dimensions and NOT-S scores were observed. Age and sleep bruxism were related to higher NOT-S scores, while the increase in overbite measurement and closed lip posture contributed to lower scores of orofacial dysfunction.

Relationship Between Lower-limb Muscle Strength And Functional Independence Among Elderly People According To Frailty Criteria: A Cross-sectional Study.

Muscle strength and functional independence are considered to be determinants of frailty levels among elderly people. The aim here was to compare lower-limb muscle strength (LLMS) with functional independence in relation to sex, age and number of frailty criteria, and to ascertain the influence of these variables on elderly outpatients' independence. Quantitative cross-sectional study, in a tertiary hospital. The study was conducted on 150 elderly outpatients of both sexes who were in a cognitive condition allowing oral communication, between October 2005 and October 2007. The following instruments were used: five-times sit-to-stand test (FTSST), Functional Independence Measurement (FIM) and Lawton's Instrumental Activities of Daily Living Scale (IADL). Descriptive, comparative, multivariate, univariate and Cronbach alpha analyses were performed. The mean time taken in the FTSST was 21.7 seconds; the mean score for FIM was 82.2 and for IADL was 21.2; 44.7% of the subjects presented 1-2 frailty criteria and 55.3% > 3 criteria. There was a significant association between LLMS and functional independence in relation to the number of frailty criteria, without homogeneity regarding sex and age. Functional independence showed significant influence from sex and LLMS. Elderly individuals with 1 or 2 frailty criteria presented greater independence in all FTSST scores. The subjects with higher LLMS presented better functional independence.

Relationship Between Aerobic And Anaerobic Parameters From 3-minute All-out Tethered Swimming And 400-m Maximal Front Crawl Effort.

The main aim of this investigation was to verify the relationship of the variables measured during a 3-minute all-out test with aerobic (i.e., peak oxygen uptake [(Equation is included in full-text article.)] and intensity corresponding to the lactate minimum [LMI]) and anaerobic parameters (i.e., anaerobic work) measured during a 400-m maximal performance. To measure force continually and to avoid the possible influences caused by turns, the 3-minute all-out effort was performed in tethered swimming. Thirty swimmers performed the following tests: (a) a 3-minute all-out tethered swimming test to determine the final force (equivalent to critical force: CF3-MIN) and the work performed above CF3-MIN (W'3-MIN), (b) a LMI protocol to determine the LMI during front crawl swimming, and (c) a 400-m maximal test to determine the (Equation is included in full-text article.)and total anaerobic contribution (WANA). Correlations between the variables were tested using the Pearson's correlation test (p ≤ 0.05). CF3-MIN (73.9 ± 13.2 N) presented a high correlation with the LMI (1.33 ± 0.08 m·s; p = 0.01) and (Equation is included in full-text article.)(4.5 ± 1.2 L·min; p = 0.01). However, the W'3-MIN (1,943.2 ± 719.2 N·s) was only moderately correlated with LMI (p = 0.02) and (Equation is included in full-text article.)(p = 0.01). In summary, CF3-MIN determined during the 3-minute all-out effort is associated with oxidative metabolism and can be used to estimate the aerobic capacity of swimmers. In contrast, the anaerobic component of this model (W'3-MIN) is not correlated with WANA.

The relationship between physical aspects of quality of life and extreme levels of regular physical activity in adults

This study aimed to check for any significant differences in perceived quality of life, specifically aspects of a physical nature, among volunteers who are more physically active and those less physically active in a university community. The sample consisted of 1,966 volunteers in a university community in Brazil. To assess physical activity levels, volunteers responded to the International Physical Activity Questionnaire (IPAQ), and to analyse the perception of quality of life they responded to WHOQOL-bref, which is classified into three groups according to level of physical activity, taking into account the metabolic equivalent index (MET) over a full week. For comparison, consideration was given to the first and third tertiles, respectively, namely groups of more and less active students. The results indicated that individuals who engaged in more physical activity had a more positive perception of quality of life compared to those who were less active in physical aspects related to the ability to work, energy for day-to-day activities and locomotion.

A comunicação corporal na pre-escola : caminhos e descaminhos

Universidade Estadual de Campinas . Faculdade de Educação Física

Relationship between periodontitis and rheumatoid arthritis and the effect of non-surgical periodontal treatment

This study analyzed the association of periodontal disease (PD) and rheumatoid arthritis (RA). Seventy-five 35-60-year-old patients were assigned to 5 groups according to the presence (+) or not (-) of PD and RA and the treatment received (TR+) or not (TR-) for PD. Group 3 uses total prosthesis (TP). Clinical and laboratory evaluations were performed at baseline, 3 and 6 months of follow-up by probing pocket depth, bleeding on probing and plaque index for PD, HAQ, DAS28, SF-36 and laboratory: AAG, ESR, CRP for RA. Statistically significant differences for PD after 3 (p=0.0055) and after 6 months (p=0.0066) were obtained in Group 1 (RA+PD+TR+) and 2(RA+PD+TR-); significant reduction in the % of BOP after 6 months (p=0.0128) and significant reduction in the % of Pl after 3 (p=0.0128) and 6 months (p=0.0002) in Group 1. Statistically significant differences between Groups 1 and 3 (RA+TP) for DAS28 at baseline and after 3 months were observed, but not after 6 months. No other parameters for RA were significantly affected. The relationship between RA and PD disease activities is not clear, but the importance of periodontal treatment in the control of inflammation to avoid tooth extraction is evident.

Relationship between oral health and its impact on quality of life among adolescents

The aim of this study was to assess oral health status and its relationship with quality of life. A household population, cross-sectional study was carried out; participants were between 15 and 17 years of age (n = 247) and were examined by two calibrated dentists. Socio-economic status was classified according to ANEP-ABIPEME criteria. Clinical examinations to observe DMFT, CPI and Dean indices were performed as per WHO criteria. The Significant Caries Index (SiC) was used to evaluate polarization of the occurrence of caries among participants of the tercile with higher DMF-T. The OHIP instrument was used to measure quality of life. The Spearman and Mann-Whitney tests were used for assessing correlations (5% significance level). Examinations were carried out in 117 (47.37%) females and in 130 (52.63%) males. Of the examined participants, 45.75% were classified as belonging to socio-economic class C. Caries occurrence was observed in 218 subjects (88.26%); the mean DMFT was 5.40. The SiC index was 9.97. Almost half (47.77%) of the participants examined did not present sextants affected by periodontal disease. Of the participants examined, 80.16% presented absence of fluorosis. The mean OHIP was 3.95. The following correlations were observed: a positive and statistically significant correlation between the highest score in the OHIP and decayed teeth; a positive correlation with threshold significance between OHIP and DMFT; an inverse correlation between intact teeth and OHIP; and a positive and non statistically significant correlation between SiC and OHIP (correlation coefficient = 0.13, p = 0.245). Association between the mean OHIP and the terciles was not significant (p = 0.146); there were also no associations between periodontal condition and OHIP nor were there associations between the presence of fluorosis and mean OHIP.

Relationship among malocclusion, number of occlusal pairs and mastication

This study evaluated the relationship among malocclusion, number of occlusal pairs, masticatory performance, masticatory time and masticatory ability in completely dentate subjects. Eighty healthy subjects (mean age = 19.40 ± 4.14 years) were grouped according to malocclusion diagnosis (n = 16): Class I, Class Class II-2, Class III and Normocclusion (control). Number of occlusal pairs was determined clinically. Masticatory performance was evaluated by the sieving method, and the time used for the comminute test food was registered as the masticatory time. Masticatory ability was measured by a dichotomic self-perception questionnaire. Statistical analysis was done by one-way ANOVA, ANOVA on ranks, Chi-Square and Spearman tests. Class II-1 and III malocclusion groups presented a smaller number of occlusal pairs than Normocclusion (p < 0.0001), Class I (p < 0.001) and II-2 (p < 0.0001) malocclusion groups. Class I, and III malocclusion groups showed lower masticatory performance values compared to Normocclusion (p < 0.05) and Class II-2 (p < 0.05) malocclusion groups. There were no differences in masticatory time (p = 0.156) and ability (χ2 = 3.58/p= 0.465) among groups. Occlusal pairs were associated with malocclusion (rho = 0.444/p < 0.0001) and masticatory performance (rho = 0.393/p < 0.0001), but malocclusion was not correlated with masticatory performance (rho = 0.116/p= 0.306). In conclusion, masticatory performance and ability were not related to malocclusion, and subjects with Class I, II-1 and III malocclusions presented lower masticatory performance because of their smaller number of occlusal pairs.