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Search Results: 1 - 10 of 20 matches for " Guarinello "
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Violência como espetáculo: o p?o, o sangue e o circo
Guarinello, Norberto Luiz;
História (S?o Paulo) , 2007, DOI: 10.1590/S0101-90742007000100010
Abstract: this article aims at analyzing the issue of violence in ancient rome. with focus on gladiators games, the objective is to disarticulate preconceived ideas and judgments that are present in the historiography about the theme. at the same time, a parallel was drawn with the contemporary violence, based on the principle that violence is not a precise concept, neither a word with a sense that remains unchanged along the historic process.
História científica, história contemporanea e história cotidiana
Guarinello, Norberto Luiz;
Revista Brasileira de História , 2004, DOI: 10.1590/S0102-01882004000200002
Abstract: this paper discusses several of deadlocks confronted by contemporary historiography. it tries to assert both its limitations as a science and its special contribution to the social sciences in general. from an everyday life point of view it discusses historical time, structure and action.
Escravos sem senhores: escravid?o, trabalho e poder no mundo romano
Guarinello, Norberto Luiz;
Revista Brasileira de História , 2006, DOI: 10.1590/S0102-01882006000200010
Abstract: this paper analyses the social and cultural influence of slavery in the roman empire. it investigates the frontiers between liberty and slavery in their public and private dimensions. it focuses on the concept of a trajectory of slave lives to set the freed slave in its proper dimension, something between slavery and liberty, a social condition that creates a zone of indetermination that affects society as a whole.
O ponto de vista de pais e professores a respeito das intera??es linguísticas de crian?as surdas
Schemberg, Simone;Guarinello, Ana Cristina;Massi, Giselle;
Revista Brasileira de Educa??o Especial , 2012, DOI: 10.1590/S1413-65382012000100003
Abstract: several studies argue that deafness should be currently considered as a difference, specifically regarding linguistic discursive aspects. nevertheless, at home and at school deaf children have to face linguistic barriers that affect their social inclusion. this study aims to analyze points of view of parents and teachers related to the deaf child's linguistic interactions at home and at school, considering the context of inclusion. twelve parents (four fathers and eight mothers) of deaf children enrolled in regular schools were interviewed and a questionnaire was applied to these children's twelve teachers. the results show that neither parents nor teachers use sign language to interact with these children and that there linguistic interactions were restricted and not very effective. furthermore, the answers by parents and teachers demonstrate a lack of understanding about deafness, sign language and its consequences upon the deaf individual.
Reabilita??o audiológica em pacientes idosos
Almeida, Mariana Ribeiro de;Guarinello, Ana Cristina;
Revista da Sociedade Brasileira de Fonoaudiologia , 2009, DOI: 10.1590/S1516-80342009000200017
Abstract: purpose: the aim of this study was to compare the profile of elderly people who participated in five counseling sessions after the purchase of hearing aids in an auditory center of curitiba (pr), to that of those who did not return after the first or second session. methods: forty five elderly subjects with presbycusis from an auditoy center of curitiba (pr) participated in this study. the sample was divided into two groups: group 1, control, composed by 30 individuals who participated in the five counseling sessions; and group 2, experimental, constituted by 15 individuals who participated only in the first and/or second session. the questions of the initial interview were used for gathering these data. results: differences were found between the profiles of both groups. from the eleven aspects raised, there were differences in eight of them, regarding: family history of hearing loss, former users of hearing aids, degree of hearing loss, emotional state, family relations, social life, deprivations arising from the hearing loss, and abilities in handling the hearing aids. conclusions: the study showed that the group that participated in all counseling sessions presented a different profile from that who only participated in the first and/or second meeting, and that the issues raised seem to have influenced the decision of the members of the second group to continue participating in the sessions.
Literatura infantil e a multimodalidade no contexto de surdez: uma proposta de atua o
Luciana Cabral Figueiredo,Ana Cristina Guarinello
Revista Educa??o Especial , 2013, DOI: 10.5902/1984686x4404
Abstract: Diversas pesquisas apontam dificuldades encontradas por sujeitos surdos em seu processo educacional. As práticas educacionais baseadas apenas na oralidade, com base na ilusória idéia de que esta representa um pré-requisito para aprendizagem da linguagem escrita s o recorrentes. A es deste tipo acarretam na falta de uma língua compartilhada entre professor ouvinte e aluno surdo em sala de aula, fator que somado à ausência de condi es necessárias e materiais didáticos adequados aos alunos surdos, dificulta ainda mais o acesso desses alunos ao letramento e aprendizagem. Distanciando-nos dessa vis o, consideramos que o processo educacional do surdo deve acontecer por meio de intera es significativas em língua de sinais, respeitando sua condi o de n o ouvinte/falante. Nessa dire o, o processo educacional ultrapassa a realiza o de atividades mecanicas e descontextualizadas realizadas apenas por meio da língua oral e come a a respeitar a necessidade de o surdo aprender em sua língua própria, o que auxilia no processo de aquisi o da linguagem escrita e conseqüentemente minimiza de suas dificuldades de leitura, compreens o e produ o textual. Para tornar esta realidade possível, propomos a incorpora o da multimodalidade às práticas educacionais e terapêuticas para surdos, utilizando textos clássicos da literatura infantil e tendo como público alvo crian as surdas em processo de aquisi o da linguagem escrita. Palavras-chave: Surdez; Multimodalidade; Educa o de surdos.
Análise clínico-qualitativa do discurso de uma crian?a com paralisia cerebral
Massi, Giselle;Guarinello, Ana Cristina;Santana, Ana Paula;Paciornik, Roseli;
Psicologia em Estudo , 2009, DOI: 10.1590/S1413-73722009000400020
Abstract: this article proposes a reflection on the establishment of procedural linguistic-discursive production of a child with cerebral palsy in the light of interactive situations. it presents clinic qualitative method as a way of linguistic-discursive investigation and intervention, emphasizing a social verbal interaction and a subjective relationship. the data was longitudinal collected during one year and four months and the linguistic productions of a four-year-old child were analysed in a discursive perspective. therefore, faraway from measurable evaluations and treatments, which are based in mechanic tasks of words codification and de-codification, our research was based in a group process significant construction analysis. such analysis allow us to affirm that this child amplify her role in the dialogue. thus, we observe that in the beginning of the process the child presented a fragmented discourse, and after all she presented complete structured narratives.
As práticas de letramento na escola e na família no contexto da surdez: reflex?es a partir do discurso dos pais e professores
Schemberg, Simone;Guarinello, Ana Cristina;Santana, Ana Paula de Oliveira;
Revista Brasileira de Educa??o Especial , 2009, DOI: 10.1590/S1413-65382009000200006
Abstract: meaningful experiences in reading and writing have a major role in constituting subjects who see themselves as readers and authors. early on, deaf children generally have little participation in social practices related to writing, which puts them at a disadvantage in relation to their expectations and hypotheses about this mode. considering that children have their first contact with this language modality in the family and that the role of the school is to teach writing in its full diversity, this study aims to analyze and discuss literacy practices encountered at the home and school environments of a group of deaf children. the study was conducted with 12 teachers from regular schools and 12 parents, centering on deaf students who were registered at the centro de atendimento especializado em surdez (caes), an in-service program in a neighbor city in the metropolitan area of curitiba, paraná. interviews were conducted with the parents focusing on aspects related to reading practices at home. questionnaires (with open and closed questions) were used to collect data with the teachers, focusing on written language practices in the classroom. results show that reading and writing practices are quite limited in the family environment. this raises issues about how deaf children are (or are not) being immersed in the world of writing in order to constitute themselves as literate beings. likewise, in school environments, reading and writing practices are still mainly conducted using textbooks, revealing a lack of diversity in the kinds of written material that makes its way into the classroom.
Surdez e linguagem escrita: um estudo de caso
Guarinello, Ana Cristina;Massi, Giselle;Berberian, Ana Paula;
Revista Brasileira de Educa??o Especial , 2007, DOI: 10.1590/S1413-65382007000200005
Abstract: considering sign language as deaf peoples' first language, it is possible to conceive of the insertion of the deaf into the written world. this work aims to analyze the written productions of a deaf child during his initiation into literacy. we view language as a dialogic activity, as social and historic production, that enables constitution of individuals and their language. five written texts produced between 1998 and 2002 were analyzed. these were produced by a deaf subject, r, together with his speech and language therapist. it is important to clarify that this professional was fluent in sign language, and she acted as an interpreter and interlocutor, emphasizing language as interaction and interfering in written productions when requested. during the years she worked with r, it was seen that he started to reflect upon his written production and that his attitudes towards writing changed. the fact that r and his speech and language therapist shared sign language allowed him to talk about his life and experiences; this material was then taken down as written language. thus, r started to use written language with crossovers and juxtapositions of the two languages he used: portuguese and sign language. writting became an added possibility that could reveal his uniqueness as an individual, enabling him to rebuild the history of his relations to language.
A clínica fonoaudiológica e a linguagem escrita: estudo de caso
Guarinello, Ana Cristina;Massi, Giselle;Berberian, Ana Paula;
Revista CEFAC , 2008, DOI: 10.1590/S1516-18462008000100006
Abstract: purpose: supposing that the linguistic activity constitute the subject, this work aims to discuss the written appropriation process, in a language clinic, from the relation that the apprentice establish with the speech language therapist. methods: one clinic case of a subject to whom reading and writing were distant from the conventional orthographic rules was analyzed. after speech language therapy evaluation, the written language productions seem to be distant from the orthographic conventions. results: language therapy was efficient for the appropriation of the written language, as during the treatment the complaints were surpassed. conclusion: through the construction of the written language between the speech language therapist and the subject of this research, the first one could be noted as someone who is capable to use written language meaningfully.
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