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Search Results: 1 - 10 of 259505 matches for " Maria Silvia Pinto de Moura Librandi da Rocha "
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"Parece um prezinho": famílias de classes populares e o novo ensino fundamental
Rocha, Maria Silvia Pinto de Moura Librandi da;
Psicologia em Estudo , 2010, DOI: 10.1590/S1413-73722010000300006
Abstract: this article relates to part of the results of a research developed in 8 first year classes of 5 city-funded schools, with the objective of studying the implementation of nine year elementary teaching (et). developed in 2006 - the year the new et in the city-funded schools was adopted - the research was composed of a group of methodological procedures, the main focus of which will be semi-structured interviews with 58 relatives of six-year old students of those classes studied. the analysis of the empirical material revealed that the acceptance of the new et by those interviewed was predominantly favorable, according to the expectation of a child's reading/writing process. consequently, they evaluated in a positive way the reading/writing activities, criticized their low occurrence and were against other activities in the curriculum, especially games. the aim of this study is to contribute to reflections on challenges to be faced in the implementation of the new et, focusing specifically on family-school relationships.
A atividade lúdica, a crian?a de 6 anos e o ensino fundamental
Rocha, Maria Silvia Pinto de Moura Librandi da;
Psicologia Escolar e Educacional , 2009, DOI: 10.1590/S1413-85572009000200002
Abstract: this work is the result of a research project developed in 2006. the goal of our study was to understand the impacts of implementing elementary school with 9 (nine) years length in 8 groups of the first year within public schools in a town of s?o paulo state. the focus was to analyze the most typical educational practices found in these schools, with special attention to the offered opportunities to practice games and entertaining activities for learning. the methodology used was: attending observation, interviews (with teachers, mothers, fathers, tutors and 6 (six) years old students) and a questionnaire (for pedagogic counselors of the pre-schooling attended by these children in 2005). the empiric material allowed the researchers to identify great difficulties to include games and entertaining activities in the school context. these results raised the questions (i) whether the schools will have conditions to include games and entertaining activities as part of the curricula(to comply with official documentation) and (ii) what would be the consequences of this new form of teaching regarding psychological development of brazilian children.
Notas etnográficas sobre a desigualdade educacional brasileira
Rocha, Maria Silvia Pinto de Moura Librandi da;Perosa, Graziela Serroni;
Educa??o & Sociedade , 2008, DOI: 10.1590/S0101-73302008000200007
Abstract: the aim of this article is to help understand the relations between schooling experiences and the construction of social frontiers. it is based on a study carried out at a public and a private school, between 2006 and 2007. drawing on the saeb (sistema nacional de avalia??o da educa??o básica, or national system of basic education evaluation) 2003 report and on what it shows as indicators of a "good school", different possibilities of building a "school atmosphere" were analyzed, in relation to the wide range of concrete and objective work conditions that principals and teachers face at each one of the educational units involved in the study. at the end of the article, there is a focus on the importance of considering the interdependence between internal and external factors that influence the construction of a "good school". it is also asserted that overlooking this consideration brings about serious restrictions to overcoming brazilian educational inequality.
Meta-avalia??o de uma extens?o universitária: Estudo de caso
Arroyo, Daniela Munerato Piccolo;Rocha, Maria Silvia Pinto De Moura Librandi Da;
Avalia??o: Revista da Avalia??o da Educa??o Superior (Campinas) , 2010, DOI: 10.1590/S1414-40772010000200008
Abstract: from the interest in understanding the training of a university student as a future professional who should be able to act differently in different situations in his professional and personal path, with high social commitment, we understand that the university extension programs may play an important role in this regard. we chose as the field of research, an outreach program at a catholic university, working for the social inclusion of people with disabilities from an interdisciplinary perspective, which has in its team teachers and students from different undergraduate programs. we consider the implementation of continuing education in institutions of higher education and highlight the importance of the evaluation of extension programs. we developed a meta-evaluation, aiming to reflect on what aspects of this evaluation may contribute to the training of students who participate in such programs. the main methodological procedure adopted was the analysis of documents (annual reports of the center, assessment tools). besides this, we conducted an interview with the coordinator of the program to obtain additional information and clarification. we believe that putting in place a process to evaluate extension programs is a complex task and that gaps and contradictions must be analyzed carefully, for they may limit the contributions that the extension activities potentially have to the training of the students who take part in them.
Disposi es aos sacrifícios da escolariza o: trajetórias de jovens das classes populares
Lajara Janaina Lopes Correa,Maria Silvia Pinto de Moura Librandi da Rocha
ETD : Educa??o Temática Digital , 2012,
Abstract: Este artigo aborda as trajetórias de sete jovens pertencentes aos grupos populares, ex-alunos do curso pré-vestibular Herbert de Souza, situado na cidade de Campinas, SP, que ingressaram em universidades prestigiosas. Com a pesquisa, procuramos identificar: (i) como esses jovens interpretam e avaliam suas experiências educacionais e escolares; (ii) pontos nestas trajetórias que (n o) contribuíram para a longevidade escolar; e (iii) efeitos da frequência ao cursinho sobre os estudantes. Para atingir estes objetivos, realizamos entrevistas semiestruturadas com os jovens e pesquisa documental sobre o cursinho. Por se tratar de uma pesquisa qualitativa, os entrevistados n o foram escolhidos segundo critérios estatísticos, mas de forma intencional; priorizamos o critério de rede, pelo qual os próprios depoentes indicam outros para serem entrevistados, criando uma comunidade de argumentos. Destacamos, neste artigo, como resultado da pesquisa, a importancia de experiências escolares no processo de constru o e de reconstru o da identidade dos que delas participam.
Ensino, psicologia, saúde: uma tríade constituída de práticas, quest es e possibilidades/Teaching, psychology, health: a triad made up of practices, issues and possibilities
Sylvia Helena Souza da Silva Batista,Marilene Proen?a Rebello de Souza,Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado Stroili,Priscila Larocca,Maria Luiza Fava Lopes Camargo de Assis,Cristina de Carvalho Bar?o,Maria de Fátima Guimar?es Bueno,Andréa Varsone Carreri,Andrea Patapoff Dal Coleto,Valéria Maria Chaves de Figueiredo,Valéria Maria Chaves de Figueiredo,Ana Lúcia Lazarini,Silvana Dias Cardoso Pereira,Regina Célia Montefusco Florindo Pessoa
ETD : Educa??o Temática Digital , 2007,
Abstract: Este texto tem como objetivo desencadear discuss es, análises e proposi es no ambito do Ensino da Psicologia na área da saúde. Parte de um problematiza o do ensino em saúde no momento contemporaneo das políticas públicas de educa o e saúde no Brasil, situando como um desafio no processo de transforma o dos cursos superiores na área da saúde a incorpora o da concep o ampliada de saúde e a ênfase na integralidade e no cuidado no processo de forma o profissional, bem como a aprendizagem para o trabalho em equipe multiprofissional e a discuss o sobre os condicionantes trazidos pelos planos e projetos educacionais e assistenciais. Neste contexto, interroga para quê e para quem um Ensino de Psicologia que possa articular o cuidado, a integralidade, o controle social, a humaniza o e a ética, sem secundarizar as abordagens e enfoques psicológicos. Os sentidos e os sujeitos do ensino da Psicologia em saúde est o sendo decifrados e recriados, exigindo uma análise cuidadosa dos contornos político-sociais e dos projetos éticos que queremos estabelecer nas propostas de forma o profissional em saúde. This text aims at bringing about discussions, analyses and propositions regarding the teaching of Psychology in the medical field. It starts presenting some problems in teaching in the medical schools at the present time in the public policies of education and health in Brazil, a main challenge being the process of transformation of the graduation courses in the medical field into the incorporation of the broadened concept of health, and the emphasis on the integrity and care in the process of professional training, as well as learning how to work within a multi-professional team, and the discussion of the conditions brought by the educational and assistance plans and projects.In this context, the question is asked what for and to whom the teaching of Psychology is directed which is able to articulate this care, integrity, social control, humanization and ethics, without putting into second place the psychological approach. The senses and subjects of the teaching of Psychology in the health area are being decoded and recreated, thus demanding a careful analysis of the social-political surroundings, and the ethical projects we want to establish within the proposals of education for health professionals. Keywords Psicologia --- Ensino --- Saúde --- Psychology --- Teaching --- Health
A psicologia escolar e o ensino de psicologia: dilemas e perspectivas/Educational psychology and the teaching of psychology: dilemmas and perspectives
Marilene Proen?a Rebello de Souza,Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado Stroili,Priscila Larocca,Maria Luiza Fava Lopes Camargo de Assis,Cristina de Carvalho Bar?o,Maria de Fátima Guimar?es Bueno,Andréa Varsone Carreri,Andrea Patapoff Dal Coleto,Valéria Maria Chaves de Figueiredo,Valéria Maria Chaves de Figueiredo,Ana Lúcia Lazarini,Silvana Dias Cardoso Pereira,Regina Célia Montefusco Florindo Pessoa
ETD : Educa??o Temática Digital , 2007,
Abstract: Este texto tem como objetivo apresentar e discutir algumas quest es relativas à área de Psicologia Escolar e Educacional e sua interface tanto com a atua o do psicólogo na educa o, quanto com a docência no Ensino Médio, por meio da disciplina Psicologia. A partir das críticas iniciadas na área da Psicologia Escolar nos anos 1980, considerou-se fundamental compreender as dimens es históricas e sociais da constitui o do sujeito psicológico. Essa concep o tem norteado as a es do psicólogo no campo do ensino de psicologia, construindo novas referências nesta área. This text aims at presenting and discussing some issues concerning the area of Educational Psychology and its interaction either with the psychologist in education, or with teaching it high school. From the critics raised in the Psychology area during the 1980s, it was considered fundamental to comprehend the historical and social dimensions of the psychological subject’s constitution. This conception has guided the actions of the psychologist in the field of teaching psychology, building new references in this area. Keywords Psicologia --- Ensino de psicologia --- Educa o --- Psicologia escolar --- Psicologia educacional --- Psychology --- Teaching psychology --- Education --- School psychology --- Educational psychology
O ensino de psicologia e a educa o infantil: a nova política pública para a educa o infantil e o ensino fundamental e suas possíveis repercuss es para o desenvolvimento psicológico infantil/The teaching of psychology and preschool: the new public policies for pre and elementary school and its possible repercussions for child psychological development
Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado Stroili,Priscila Larocca,Maria Luiza Fava Lopes Camargo de Assis,Cristina de Carvalho Bar?o,Maria de Fátima Guimar?es Bueno,Andréa Varsone Carreri,Andrea Patapoff Dal Coleto,Valéria Maria Chaves de Figueiredo,Valéria Maria Chaves de Figueiredo,Ana Lúcia Lazarini,Silvana Dias Cardoso Pereira,Regina Célia Montefusco Florindo Pessoa
ETD : Educa??o Temática Digital , 2007,
Abstract: O objetivo deste texto é abordar quest es que permitam refletir sobre desafios enfrentados pelo ensino de Psicologia quando este focaliza a Educa o Infantil. Optou-se por tematizar estas reflex es a partir da mudan a recentemente implantada no sistema educacional brasileiro, tornando obrigatório que as crian as saiam mais cedo das pré-escolas e tenham antecipado o seu ingresso no Ensino Fundamental, para os 6 anos de idade. Os possíveis impactos desta mudan a s o analisados focalizando a atividade lúdica, com especial ênfase nas brincadeiras de faz-de-conta. Para estas análises, toma-se como pontos de sustenta o conceitos da teoria histórico-cultural (especialmente os trabalhos de Vygotsky, L.S., Leontiev, A. N. e Elkonin, D. B.), os documentos oficiais propostos como referências para o trabalho com crian as (publicados pelo MEC) e o que tem sido possível identificar nas práticas educacionais em rela o às brincadeiras infantis. O texto problematiza as rela es entre estes discursos (permeadas por contradi es) e sugere que o enfrentamento destas pode se constituir em compromisso extremamente importante nas atividades de docência que abordam as inter-rela es entre Psicologia e a educa o de crian as pequenas. The objective of this text is to deal with issues which allow us to reflect upon the challenges faced in the teaching of psychology towards preschool. These reflections were highlighted after the recent changes made in the Brazilian educational system, which determines that kids leave preschool one year earlier, and start elementary school at the age of 6. The possible impacts of this change are analyzed having in focus the playful activity, with special stress on the make-believe activities.In order to make these analyses, concepts of the historical-cultural theory are taken as background , especially the works of Vygotsky, L.S., Leontiev, A.N. And Elkonin, D. B.), the official documents proposed as reference for working with kids (issued by MEC) and what have been possible to identify in the educational practices regarding child's play. The text brings the questions between these two discourses (surrounded by contradictions) and suggests that the understanding of them may create an extremely important commitment in the teaching activities which approach the inter-relations between Psychology and the education of young learners. Keywords Desenvolvimento infantil --- Atividade lúdica --- Práticas educativas --- Kids development --- Playful activities --- Educational practices
Educa o e cidadania: relato de uma experiência com alunos da classe de acelera o em uma escola de ensino fundamental em Brasília - DF/Education and citizenship: stories from an essay along pupils from an acceleration class of basic education in Brasilia - DF
Alane de Lucena Leal,Ana Maria Falc?o de Arag?o Sadalla,Roberta Gurgel Azzi,Ana Maria Falc?o de Arag?o Sadalla,Leny Magalh?es Mrech,Patrícia Cristina Albieri de Almeida,Sylvia Helena Souza da Silva Batista,Marilene Proen?a Rebello de Souza,Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado Stroili,Priscila Larocca,Maria Luiza Fava Lopes Camargo de Assis,Cristina de Carvalho Bar?o,Maria de Fátima Guimar?es Bueno,Andréa Varsone Carreri,Andrea Patapoff Dal Coleto,Valéria Maria Chaves de Figueir
ETD : Educa??o Temática Digital , 2007,
Abstract: O presente trabalho relata os resultados preliminares da realiza o de uma pesquisa de campo em uma escola da rede pública do DF, de uma Classe de Acelera o-CA, como base para um novo modelo da prática de ensino e da forma o da cidadania. Para tanto, desenvolveram-se oficinas com alunos da CA, utilizando-se a prática do Psicodrama Pedagógico bem como exercícios de Tai Chi Chuan. Nesses encontros, foram trabalhados elementos pertinentes ao tema Cidadania, entendido como o próprio direito à vida no sentido pleno. This paper aims reports some results of a counseling program carried out with elementary school as a basic developed under the psychodramatic approach its essence and one’s own citizenship. The paper developed workshops with students from an Acceleration Class in a Public System Elementary School. Those meetings approached to Citizenship, which was understood through broader meanings of the right to live. Keywords Constru o da cidadania --- Cidadania-Educa o --- Cidad o --- Forma o pela educa o --- Citizenship --- Education
Ensino de psicologia e o ensino fundamental: abrindo janelas a novos horizontes/The teaching of psychology vis-à-vis elementary schools: opening windowsto new horizons
Ana Maria Falc?o de Arag?o Sadalla,Leny Magalh?es Mrech,Patrícia Cristina Albieri de Almeida,Sylvia Helena Souza da Silva Batista,Marilene Proen?a Rebello de Souza,Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado Stroili,Priscila Larocca,Maria Luiza Fava Lopes Camargo de Assis,Cristina de Carvalho Bar?o,Maria de Fátima Guimar?es Bueno,Andréa Varsone Carreri,Andrea Patapoff Dal Coleto,Valéria Maria Chaves de Figueiredo,Valéria Maria Chaves de Figueiredo,Ana Lúcia Lazarini,Silvana Dias Cardo
ETD : Educa??o Temática Digital , 2007,
Abstract: Buscando reagir a uma Psicologia burocrática, elitista e encastelada, psicólogos procuram traduzir os conhecimentos que esta ciência tem produzido em rela o ao processo ensino-aprendizagem para professores, intentando promover sua compreens o. Reagindo a uma vis o de ciência que se dizia capaz de identificar origens de problemas apenas a partir da aplica o de testes psicológicos, análise de desenho ou de material escolar, sem analisar o contexto e as rela es que nele se estabelecem, psicólogos buscam mostrar aos professores que n o há apenas uma possibilidade de análise e que, dependendo do referencial teórico que se utiliza, podem ser levantadas várias hipóteses de um mesmo problema. Temos sido testemunhas de rea es de professores à a o da Psicologia na escola. Mas, perguntamos: é a a o da Psicologia que gera estas rea es, ou é ao uso que se faz da Psicologia nas escolas? Em parceria junto aos professores e profissionais que atuam em contextos educativos, bem como com outras ciências da educa o, temos a possibilidade de constituir e construir um conjunto de saberes e conhecimentos pedagógicos e educacionais para promover a qualidade de ensino que atenda a novas demandas dos sujeitos que freqüentam as escolas do ensino fundamental. In searching for a reaction against a bureaucratic, elitist and walled in psychology, psychologists try to translate the knowledge this science has been producing regarding the teaching-learning process with the purpose of promoting its comprehension. In reacting to a view of science which is said to be able to identify the origins of the problems from the simple application of psychological tests, analyses of drawings or school materials, without taking into account the context and the relations that are established, psychologists try to show teachers that there is not just one possibility of analyses and that, depending on the theoretical framework adopted, several hypotheses from the same problem might emerge. We have witnessed the reactions of the teachers concerning the action of Psychology at school. But we wonder: is it the action of Psychology that creates these reactions, or is it the use of Psychology at schools? Together with teachers and professionals who work in educational contexts, as well as with other educational sciences, we have the possibility of constituting and building a set of pedagogical and educational knowledge in order to promote a quality of teaching which meets the new demands of the students who go to elementary school. Keywords Ensino de psicologia --- Psicologia e ensino fundamental --
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