scholarly journals SÍNDROME DE DOWN E FOTOGRAFIA

2015 ◽  
Author(s):  
Rafaella Garcia Monticelli ◽  
Daniele Cristina Carletti Heis
Keyword(s):  
Inclusive Education ◽  
Knowledge Construction ◽  
Cognitive Skills ◽  
Written Language ◽  
Pedagogical Practice ◽  
Construction Process ◽  
School Environments ◽  
Knowing That ◽  
Language Difficulty ◽  
Made In

Ao pensar nas dificuldades na linguagem oral e escrita de alunos com Síndrome de Down, se torna essencial à procura por novos meios didáticos a fim de potencializar sua aprendizagem. O uso da fotografia em ambiente escolar surge como um suporte didático para sensibilizar e construir conhecimentos, pois trabalha as linguagens não verbais e interpretações a partir de um conceito preestabelecido. A presente pesquisa pretende mostrar a relevância do uso da fotografia, como mediadora do processo de construção de conhecimentos em Artes em alunos com Síndrome de Down. Foi realizada uma revisão bibliográfica qualitativa, feita a partir de um levantamento literário de oito estudos relacionados com a temática em questão e analisados sob a prática pedagógica. Esses estudos apontam que a prática de ensinar e construir significados pode ser um caminho árido, no entanto poderá potencializar as habilidades inerentes a cada um utilizando os recursos oferecidos pela fotografia em sala de aula. Para o aluno com SD, a possibilidade de ver aquilo de forma real, como uma foto consegue captar, é mais uma maneira de tornar o conhecimento acessível e efetivo, pois há um maior aproveitamento na habilidade da memória visual, sendo imprescindível essa ferramenta para minimizar o déficit de aprendizagem. Sabendo que a prática pedagógica necessita ser transformada, é possível concluir que os recursos da fotografia podem contribuir para a mudança nos paradigmas educacionais, especialmente na abordagem da educação inclusiva.Abstract:To think in the oral and written language difficulty in Syndrome of Down students, becomes essential the search for new teachings resources to increase their learning. The photography use in school environments arises like a didactic support to sensitize and build knowledge, because works non-verbal languages and interpretations from a predetermined concept. This research aims to show the important photography use, like a mediator in the Art knowledge construction process in Syndrome of Down students. The methodology was qualitative bibliographic review made in eight literary studies related with the thematic and analyzed about the pedagogical practice. This study suggests that a pedagogical practice and construct meaning will be a hard way, however may increase cognitive skills each student using resources of photographic at classroom. For each Syndrome Down student, the ability to see how a picture is capable of playing is the way to make affordable and real knowledge. This didactic support is necessary to minimize the learning deficit. Knowing that pedagogical practice needs to be transformed is possible to conclude that the resources of photography can contribute for chance in the educations paradigms, especially for inclusive education.

Quel corpus pour l’étude du dialecte niçois ?

2021 ◽  
Vol 137 (2) ◽  
pp. 344-361
Author(s):  
Philippe Del Giudice
Keyword(s):  
Middle Ages ◽  
Written Language ◽  
Linguistic Features ◽  
Descriptive Grammar ◽  
Written Production ◽  
Starting Point ◽  
Social Use ◽  
Over Time ◽  
Made In ◽  
Do So

Abstract A new project has just been launched to write a synchronic, descriptive grammar of Niçois, the Occitan dialect of Nice. In this article, I define the corpus of the research. To do so, I first review written production from the Middle Ages to the present. I then analyze the linguistic features of Niçois over time, in order to determine the precise starting point of the current language state. But because of reinforced normativism and the decreasing social use of Niçois among the educated population, written language after WWII became artificial and does not really correspond to recordings made in the field. The corpus will thus be composed of writings from the 1820’s to WWII and recordings from the last few decades.

scholarly journals The opportunities of social diagnostic methods’ application in modern pedagogical practice

2021 ◽  
Vol 1 (3) ◽  
pp. 38-42
Author(s):  
Liliia Kononenko ◽  
Keyword(s):  
Social Relations ◽  
Educational Institution ◽  
Daily Practice ◽  
Diagnostic Methods ◽  
Pedagogical Practice ◽  
Recent Graduates ◽  
Diagnostic Work ◽  
Social Pedagogue ◽  
Selection Of ◽  
Made In

The attempt to expand the traditional academic ideas about diagnostics in social work has been made, in particular the selection of social diagnostic methods, the purposes of their application, professional situations and focus groups in which these methods can be applied.The research determines the opportunities of application social diagnostics in pedagogical practice, to identify the optimal methods of social diagnostics and the conditions in which it is advisable to apply this type of diagnostic by professional participants of the educational process.Other methods have been proposed in addition to the classic list of social diagnostic methods, such as interlocution, interviews and surveys of all types; they are unpopular in modern social and socio-pedagogical work, but due to their accessibility, validity, ease of processing and in formativeness can be used even by recent graduates. These include a genogram, a family sociogram, as well as an eco-map, the map of social environment and the map of social contacts.The viability of applying social diagnostic methods in a teacher’s daily practice for preventing, revealing and solving social problems has been determined.During the investigation, the author concludes that social diagnostic is the most significant technique among many universal ones that a social worker/social pedagogue can use in his/her work. The optimal location for diagnostic work is an educational institution. It provides quick access to the client base with the widest range, allows you to work with clients in the system of social relations, enables diagnostic work with less motivational pressure, covers relationships with parents/families and facilitates their involvement in preventive work

scholarly journals O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative

2016 ◽  
Vol 5 (10) ◽  
pp. 55
Author(s):  
Janaína Ribeiro Stafford
Keyword(s):  
Social Construction ◽  
Knowledge Construction ◽  
Social Practice ◽  
School Curriculum ◽  
Construction Process ◽  
Construction Of Knowledge ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Pedagogical Intent ◽  
Teaching Learning

Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.

scholarly journals O uso social das tecnologias de comunicação pelo surdo: limites e possibilidades para o desenvolvimento da linguagem

2018 ◽  
Vol 6 (12) ◽  
pp. 470
Author(s):  
Clélia Maria Ignatius Nogueira ◽  
Marília Ignatius Nogueira Carneiro ◽  
Tânia Dos Santos Alvarez da Silva
Keyword(s):  
Paradigm Shift ◽  
Social Life ◽  
Digital Communication ◽  
Educational Communication ◽  
Communication Technologies ◽  
Written Language ◽  
The Social ◽  
Social Use ◽  
Made In

Resumo: Desde a década de 1990 os surdos vivenciam uma intensa transformação em sua vida social, em função da naturalização da comunicação digital, e educacional, com a mudança de paradigma do oralismo para o bilinguismo. Este artigo apresenta resultados de investigação realizada em três etapas com dez sujeitos surdos, buscando identificar a) a importância atribuída por eles à escrita e a competência na utilização da comunicação digital; b) sua percepção acerca dos equívocos cometidos em suas produções escritas e c) sua competência na interpretação de textos para identificar os limites e as possibilidades de desenvolvimento da língua escrita, pelo uso social das tecnologias de comunicação pelos surdos. Os resultados apontaram a ressignificação do sentido social da escrita do Português para os surdos proporcionada pela comunicação digital, o que poderia ser explorado pela escola.Palavras-chave: Educação de surdos; Comunicação digital; Língua Portuguesa escrita. The social use of communication technologies by the deaf: limits and possibilities for the development of the languageAbstract: From the 1990s the deaf experience an intense transformation in their social life, due to the naturalization of digital and educational communication, with the paradigm shift from oralism to bilingualism. This article presents research carried out through three moments with ten deaf individuals, seeking to identify : a) the importance they attributed to writing and their competence in the use of digital communication; b) their perception about the mistakes made in their written productions and c) their competence in the interpretation of texts and thus identify the limits and possibilities for the development of written language, the social use of communication technologies by the deaf. The results pointed out the re-signification of their social sense of the Portuguese writing for the deaf, provided by the digital communication which could be explored by the school.Keywords: Education of the deaf; Digital communication; Written Portuguese language. 

scholarly journals Challenges for theories of consciousness: seeing or knowing, the missing ingredient and how to deal with panpsychism

2018 ◽  
Vol 373 (1755) ◽  
pp. 20170344 ◽  
Author(s):  
Victor A. F. Lamme
Keyword(s):  
Conscious Experience ◽  
Complex Phenomenon ◽  
Significant Progress ◽  
Theme Issue ◽  
Perceptual Consciousness ◽  
Knowing That ◽  
Cognitive Access ◽  
Visual Consciousness ◽  
New Challenges ◽  
Made In

Significant progress has been made in the study of consciousness. Promising theories have been developed and a wealth of experimental data has been generated, both guiding us towards a better understanding of this complex phenomenon. However, new challenges have surfaced. Is visual consciousness about the seeing or the knowing that you see? Controversy about whether the conscious experience is better explained by theories that focus on phenomenal (P-consciousness) or cognitive aspects (A-consciousness) remains, and the debate seems to reach a stalemate. Can we ever resolve this? A further challenge is that many theories of consciousness seem to endorse high degrees of panpsychism—the notion that all beings or even lifeless objects have conscious experience. Should we accept this, or does it imply that these theories require further ingredients that would put a lower bound on beings or devices that have conscious experience? If so, what could these ‘missing ingredients’ be? These challenges are discussed, and potential solutions are offered. This article is part of the theme issue ‘Perceptual consciousness and cognitive access’.

scholarly journals Pedagogical conditions of preparation of future rehabilitation specialists to work in conditions of inclusive students 'training

2019 ◽  
Vol 66 (3) ◽  
pp. 255-261
Author(s):  
Anna Cherednik
Keyword(s):  
Inclusive Education ◽  
Teaching Methods ◽  
Panel Discussion ◽  
Motivational Orientation ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Special Educational Needs ◽  
Educational Work ◽  
Holistic View ◽  
Active Teaching

The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.

scholarly journals The Intertextualist

2018 ◽  
Vol 7 (1) ◽  
pp. 78-86
Author(s):  
Jeremy Dennis
Keyword(s):  
Multicultural Education ◽  
Knowledge Construction ◽  
Essential Element ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Five Dimensions ◽  
Equity Pedagogy ◽  
Content Integration ◽  
Powerful Learning ◽  
Teachers And Students

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.

scholarly journals Analisis Kesalahan Ejaan Yang Disempurnakan (EYD) Dalam Proposal Skripsi Mahasiswa

2018 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Ummul Khair
Keyword(s):  
Research Data ◽  
Written Language ◽  
Student Writing ◽  
Study Objective ◽  
Writing Errors ◽  
Text Study ◽  
Academic Year ◽  
Descriptive Method ◽  
Made In

This text study objective was to determine how much the level of student writing errors made in the use of written language in developing a thesis proposal. The method used in the research data penganalisissan this text is the text method , which collects a number of text samples, further reading and doing analyzing student writing done , and also uses descriptive method of analysis. As the results, 1) error writing uppercase (capital) in the student proposal STAIN Curup VIII semester of academic year 2012/2013 as many as 850 words, with a percentage of 40.59 %; 2) error writing spelling on student proposals STAIN Curup VIII semester of academic year 2012/2013 as many as 681 words, with a percentage of 32, 52 %; 3) error writing prepositions (di, ke and dari) the student proposal STAIN Curup VIII semester of academic year 2012/2013 as many as 282 words, with a percentage of 13.46 %; 4) error writing punctuation dot (.), comma (,), colon (:), semicolon (;), and quotes (") on student proposals as many as 281 words, with a percentage of 13.41 %.

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