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Search Results: 1 - 10 of 72772 matches for " Maria Clotilde;Amorim "
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Creches com qualidade para a educa o e o desenvolvimento integral da crian a pequena
Katia S. Amorim,Maria Clotilde Rossetti - Ferreira
Psicologia: Ciência e Profiss?o , 1999, DOI: 10.1590/s1414-98931999000200009
Abstract:
Dialogismo e a investiga??o de processos desenvolvimentais humanos
Amorim, Katia de Souza;Rossetti-Ferreira, Maria Clotilde;
Paidéia (Ribeir?o Preto) , 2008, DOI: 10.1590/S0103-863X2008000200003
Abstract: in the construction of a theoretical-methodological instrument, aimed to understand and investigate relational and situated human developmental processes, the notion of dialogism was reached. seeking to make this notion more explicit, a bibliographical review and reading of bakhtinian propositions were carried out and presented in this study. theoretical-methodological issues and practical implications were raised during the analysis, which appoint to issues like the place of the otherness in the self and human development. a series of issues concerning the research process is discussed. finally, a mother-infant interactional episode is analyzed through the concept of dialogism. the analysis appoints to the need of considering the body in the investigation process. it also indicates the search for language notion that goes beyond its verbal dimension and re-conceptualization of culture as discursive practice.
Inclus?o social de crian?as com paralisia cerebral: óptica dos profissionais de saúde
Roriz, Ticiana Melo de Sá;Amorim, Katia de Sousa;Rossetti-Ferreira, Maria Clotilde;
Estudos de Psicologia (Campinas) , 2010, DOI: 10.1590/S0103-166X2010000300005
Abstract: health professionals have a prominent role in the treatment of children with deficiencies. in view of this prominence, we have investigated how these professionals conceive the inclusion of children with deficiencies. with this object in mind, we conducted interviews with health professionals, based on two case studies of children with cerebral palsy. to put the verbalizations into context, we also interviewed the children's parents. qualitative analysis was based on the network of meanings. results show that professionals are used to working within diverse contexts, presenting distinct practices and discourses, which are determined by the institution's structure and aims. in addition, the professionals' work was either constrained by the children's characteristics or by the family organization. the professional's intervention with the child with the deficiency depends on the child's overall incapacity, usually tending to constrain the process of inclusion.
Rede de significa??es: perspectiva para análise da inser??o de bebês na creche
de Souza Amorim, Katia;Vitoria, Telma;Rossetti-Ferreira, Maria Clotilde;
Cadernos de Pesquisa , 2000, DOI: 10.1590/S0100-15742000000100006
Abstract: the insertion of babies in a day care involves family members, child and caregivers in a complex integration process, as in our culture, collective education is a recent phenomenon. social representations and scientific literature reinforce the notion that, by nature, babies require personal care at home, by their own mother. consequently, she often feels guilty for leaving her baby in an institution. the baby's first period in a day care thus implies the emergence and creation of new meanings which are attributed to, assumed by, confronted to and negotiated in the interactions established by all participants. a model was developed to analyse this process based on a research project on the insertion of 26 infants (5 to 18 months old) into a day care. video recordings, observational reports, as well as interviews with mothers, caregivers and technicians were made during the babies' first year at an university day care centre. the model focus on three main personages: mother, child and caregiver and on their mutual relationships which create three interconnected fields. the mother-child field is inserted in a larger network, the family scenery. the other two, caregiver-child and mother-caregiver fields are located in the day-care scenery. both scenarios are impregnated by a wider social-historical matrix created in complex cultural, economic and political systems. the various elements are interconnected in a semiotic network of meanings, which continuously transforms and structures human development, allowing varied paths of behavior for each individual.
Olhando a crian?a e seus outros: uma trajetória de pesquisa em educa??o infantil
Rossetti-Ferreira, Maria Clotilde;Amorim, Katia de Souza;Oliveira, Zilma de Moraes Ramos de;
Psicologia USP , 2009, DOI: 10.1590/S0103-65642009000300008
Abstract: aiming to contribute to the current and intense process of revision of conceptions and educational practices mediating learning and development of young children in day care centers and pre-schools, and based on our research experiences at cindedi, this paper approaches several questions which, in our view, are relevant for the understanding of collective education. how does developmental research contribute to this discussion? what conceptions about development is it based on? which methodological perspectives are more promising for the comprehension of the ways children and their teachers act and change with their experiences? how to understand notions such as developmental stages, teachers’ role in the learning process, factors explaining infant development and developmental evaluations in infancy? both family and childcare professionals interact with the child and organize his/her environment according to their expectations about his/her development and their own role in this process. these expectations are built through their life experiences in their particular culture. many expectations, beliefs and psychological theories have, thus, a strong self-fulfilling power, helping to build competencies and deficiencies. children and the professional staff of child education institutions have undoubtedly much to gain from reflecting on these questions.
Uma perspectiva teórico-metodológica para análise do desenvolvimento humano e do processo de investiga??o
Rossetti-Ferreira, Maria Clotilde;Amorim, Katia S.;Silva, Ana Paula S.;
Psicologia: Reflex?o e Crítica , 2000, DOI: 10.1590/S0102-79722000000200008
Abstract: we present a theoretical-methodological approach which proposies a semiotic network of meanings to analyse human development. this network structures the milieu/moyen which, at each moment and situation, captures and frames each person's behavioral flow, rendering it meaningful in that context. thus, it acts as a mediator of development in the interactive situation. persons and network of meanings are mutually and continuously transformed. those changes are canalised by the context's physical and social characteristics in a dynamic segmentation and combination of fragments of discursive and ideological formations, past and present experiences, and future expectations. with that perspective, we tried to apprehend the co-construction and mutual transformations of individuals in specific situations, encompassing interactions, contexts, roles attributed or assumed by the participants, and cultural meanings which guide the development of persons and situations. although it was initially designed to study the adaptation of babies to day-care, this approach is proposed for the analysis of various situations.
Uma perspectiva teórico-metodológica para análise do desenvolvimento humano e do processo de investiga o
Rossetti-Ferreira Maria Clotilde,Amorim Katia S.,Silva Ana Paula S.
Psicologia: Reflex?o e Crítica , 2000,
Abstract: é apresentada uma perspectiva teórico-metodológica, que prop e uma rede de significa es, de configura o semiótica, para compreender o desenvolvimento humano. Esta rede estrutura um "meio" que, a cada momento e situa o, captura e recorta o fluxo de comportamentos das pessoas, tornando-os significativos naquele contexto. Constitui, assim, um importante mediador de seu desenvolvimento na situa o interativa. Pessoas e redes de significa es sofrem mútuas e contínuas transforma es, canalizadas por características físicas e sociais do contexto, numa dinamica segmenta o e combina o de fragmentos de forma es discursivas e ideológicas, experiências passadas, percep es presentes e expectativas futuras. Com essa perspectiva, busca-se apreender processos de co-constru o e mútuas transforma es dos sujeitos em determinadas situa es, abarcando intera es, contextos, papéis atribuídos e assumidos pelos participantes e significados culturais que canalizam o desenvolvimento das pessoas e situa es. Inicialmente elaborada para o estudo da inser o de bebês em creche, essa perspectiva é proposta para análise de situa es variadas.
Intera??es de bebês em creche
Anjos, Adriana Mara dos;Amorim, Katia de Souza;Franchi e Vasconcelos, Cleido Roberto;Rossetti-Ferreira, Maria Clotilde;
Estudos de Psicologia (Natal) , 2004, DOI: 10.1590/S1413-294X2004000300014
Abstract: the paper aims to discuss early peer interactive events. initially, interactive conceptions and methodological issues from a literature review are introduced. then, an empirical study is presented. it has been constructed from videotapes analysis of the babies' adaptation into day care center research project, which has followed 21 babies (4-14 months of age), at a university day care center. investigation included two phases. first, interactional episodes were identified based on an interaction conception of doing something together. the second phase resulted from a microgenetic analysis of all identified episodes related to one selected child. the study revealed frequent, brief, fluid and interrupted interactions. yet, the analysis points toward interaction as going beyond doing something together, as behavior can be regulated from distance, while children are involved in diverse activities and, even if one of them is not aware that he/she is regulating the other partner's behavior. as such, interactions are considered as co-regulation within interactive fields.
A incompletude como virtude: intera??o de bebês na creche
Vasconcelos, Cleido Roberto Franchi e;Amorim, Katia de Souza;Anjos, Adriana Mara dos;Ferreira, Maria Clotilde Rossetti;
Psicologia: Reflex?o e Crítica , 2003, DOI: 10.1590/S0102-79722003000200009
Abstract: some characteristics of young infant's interactive processes are presented through the study of some interactive episodes of 7 to 14 months old babies, video-recorded at a university day care center. the importance of defining a concept of interaction able to capture and reveal the special features of the interactions observed at this early age is first stressed. the relevance of some methodological procedures used to frame the empirical material, is then presented. at this early age, the interactive episodes observed are short-lived and disorganized. those characteristics result, mainly, from the babies' still uncoordinated motricity. thus, we suggest that this awkwardness, due to the baby's incomplete motor development, may prolong the interactive episode between young infants and/or even favour the emergence of new interactive episodes.
A incompletude como virtude: intera o de bebês na creche
Vasconcelos Cleido Roberto Franchi e,Amorim Katia de Souza,Anjos Adriana Mara dos,Ferreira Maria Clotilde Rossetti
Psicologia: Reflex?o e Crítica , 2003,
Abstract: Neste artigo, mostramos algumas características dos processos interativos de crian as fundamentalmente no 1o ano de vida, através do estudo de alguns episódios de intera o, recortados através do registro em vídeo, durante pesquisa em uma creche universitária, com crian as (7 a 14 meses) brincando livremente. Num primeiro momento, mostramos a importancia da defini o de um conceito de intera o que consiga captar e traduzir as características das intera es ocorridas nessa faixa de idade. Também, mostramos a importancia dos procedimentos metodológicos, usados para recortar o material empírico, na defini o desse conceito de intera o. Nessa faixa etária, os episódios de intera o encontrados s o bastante rápidos e desordenados e estas características s o resultantes, em grande parte, do desajeitamento motor dos bebês. Esta incompletude motora, por sua vez, pode ser um elemento capaz de prolongar um episódio de intera o entre crian as pequenas e/ou mesmo propiciar o surgimento de novos episódios de intera o.
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