Archive for the 'psicologia' Category

29
Maio
07

Educação sexual – vejamos o que sai daqui…

Integrada no espírito do Dia Mundial da Criança, no próximo 1 de Junho, a RTP2 fará uma experiência para que chamamos a sua atenção.

Nesse dia, pelas 20h15m, será emitido na RTP2 um filme de 17 minutos sobre educação sexual, destinado a crianças entre os 8 e os 12 anos. Trata-se de um filme de animação, co-produzido por dinamarqueses e canadianos, concebido com o maior cuidado pedagógico.

Numa acção inédita, na véspera à noite, 31 de Maio, às 23h30m, a RTP2 promove uma edição especial do programa “Sociedade Civil” em que será mostrado o dito filme e debatida a sua adequação às necessidades e sensibilidades nacionais.

Esta “ante-estreia” destina-se a dar aos pais a possibilidade de visionar antecipadamente o filme e decidirem se a sua informação e linguagem conferem com o que gostariam de transmitir aos seus filhos na fase de vida em que se encontram.

Se, assistindo na véspera à sua ante-estreia e análise, os educadores entenderem que é prematuro expor as suas crianças a este produto ficam de sobre-aviso para que a televisão não esteja sintonizada na RTP2 dia 1 de Junho pelas 20h15.

Certos de que subscreverão este empenhamento da RTP2 em mobilizar os educadores portugueses para uma causa tão fundamental e delicada como esta e em dar-lhes a oportunidade de decidirem com a máxima informação o que entendem adequado para os seus filhos,

RTP 2

__._,_.___

Anúncios
28
Maio
07

LIBECLine – Revista em Literacia e Bem-Estar da Criança

O Centro de Investigação em Promoção da Literacia e Bem-Estar da Criança publicou online o primeiro número da revista LIBECLine, com o seguinte conteúdo: 

http://www.libecline.pt.tp

Editorial

Entre fios, meadas e tramas: Emília des(a)fia a palavra escrita e tece suas memórias – Eliane Debus

A magia do recontar: apontamentos sobre intertextualidade, dialogismo e polifonia na obra cinematográfica Os Irmãos Grimm – Ana Amélia Tridico, Kézia Kristina da Silva, Nicia Narciso e Regina Durigan

Investigações matemáticas envolvendo alunos do 1º ciclo do ensino básico – Paulo Afonso e Maria da Graça Gabriel

The way a Romany (Gypsy) community perceives space notions and some educational implications for Romany students – Stathopoulou Charoula

    

LIBEC

Instituto de Estudos da Criança

Universidade do Minho

05
Maio
07

Envelhecimento e qualidade de vida

A Fundação Bussaya Barreto em Coimbra e o Instituto Superior Bissaya Barreto organizam, nos dias 15 e 16 de Maio o I Congresso Internacional Envelhecimento e Qualidade de Vida.

O programa parece-me interessante. Vejam pelos vossos olhos aqui.

03
Maio
07

Estatística

Acabo de me pré-inscrever neste curso de bioestatística.

O serviço de bioestatística e informática médica da FMUP vai realizar uma escola de verão, com vários módulos. Para nós, das áreas da psicologia e educação, este de bioestatística parece-me muito útil. Tudo bem que calha em Junho e tal, mas é muito provável que a qualidade da formação ministrada seja superior à da grande maioria das formaçõezinhas em estatística e SPSS que por aí andam.

Da minha parte, confesso que desde o primeiro ano do curso… já lá vai tanto tempo… que pousei quase por completo a estatística e os estudos de natureza quantitativa. Ora, o Doutoramento exige triangulação, e tenciono utilizar métodos qualitativos e quantitativos… há que começar a estudar!

Fica a dica.

12
Abr
07

Guy Claxton

Assisti hoje a uma key note feita por este autor. Confesso que nunca tinha ouvido falar dele ou do seu trabalho, mas a apresentacao foi muito interessante. Como professor, e brilhante e estou muito curiosa para analisar em profundidade o que aqui expos em superficie.

Deixo aqui o link para as paginas que nos indicou, para quem quiser acompanhar-me nesta curiosidade por um caldo de criatividade, ensino, neurociencias e muito mais.

www.guyclaxton.com

www.buildinglearningpower.co.uk

29
Mar
07

Entrevsita de Jerome Bruner ao Guardian

Jerome Bruner: The lesson of the story

The richest learning experience comes from narrative, the groundbreaking psychologist tells JohnCrace

Tuesday March27, 2007

The Guardian

It’s easy to forget that, 50 years ago, early years education was an afterthought in policy and funding. It was the universities that were considered worth spending money on, and if they tended to be filled with the middle-classes, then that’s just the way things were. The better-off simply happened to have brighter children. Thanks to Jerome Bruner and the other pioneers of cognitive development, views like these have long been gathering dust. But Bruner et al no longer get the recognition they deserve. The idea that children go through developmental stages of learning has pretty much been absorbed into mainstream public debate and can seem uncontroversial, even plain obvious. There may be some scraps to argue over, but it’s no longer cutting-edge stuff; neurology is the modern academic battleground. Old-timers such as Bruner are sidelined, because there are few takers for what they offer in a 21st-century psychology department. But Bruner has no intention of changing his line of work. At 91, he’s still going strong, teaching in the law department at New York University. At a ceremony in
Oxford only this month, at which a building in the education department was named in his honour, he lectured on his recent theories of story-telling as a vital learning tool.“Why are we so intellectually dismissive towards narrative?” he asks. “Why are we inclined to treat it as rather a trashy, if entertaining, way of thinking about and talking about what we do with our minds? Storytelling performs the dual cultural functions of making the strange familiar and ourselves private and distinctive. If pupils are encouraged to think about the different outcomes that could have resulted from a set of circumstances, they are demonstrating useability of knowledge about a subject. Rather than just retaining knowledge and facts, they go beyond them to use their imaginations to think about other outcomes, as they don’t need the completion of a logical argument to understand a story. This helps them to think about facing the future, and it stimulates the teacher too.”Context and culture has underpinned all Bruner’s work, dating back to his undergraduate years at Duke University in the 1930s, where he was taught by the distinguished British psychologist William McDougall. “Psychology was dominated by the behaviourists at that time,” he says, “and McDougall encouraged me to think of simple ‘stimulus and response’ as an extremely limited, atavistic model. It was clear to me that it was the interaction – the context in which, the how, a thing is learned – that is key to a person’s understanding and development, rather than the mere fact that knowledge is acquired. Take punishment, for example. Not everyone interprets it in the same way; it’s what any given action represents to a person that determines whether it is seen as a punishment or not.”McDougall’s parting words to Bruner were: “Don’t go on to Harvard whatever you do; they’re much too positive in their views.” So, naturally, that’s where he went. And it was there that he developed many of his ideas on the importance of pre-school learning and created a parallel, more interactive, model of Piaget’s theory of reasoning and childhood development. His work brought him to national attention and John F Kennedy invited him to head a presidential scientific advisory board, where he was instrumental in diverting government cash away from higher education and into pre-school learning.

Bureaucracy of politics

Lyndon Johnson invited him to run the National Institute of Child Health and Development. “Johnson was a very underrated president,” says Bruner. “He had a persuasive Texan drawl and I was tempted. But I had become frustrated with the bureaucracy of politics; I wanted to be free from the pressure of putting details into operation. So I declined – something I rather regret in hindsight.”Bruner was also getting fed up with Harvard, which he began to see as increasingly stuffy. “It was the late 60s, and many of the students were getting involved in the civil rights and anti-war movements. The old sacred cows were being challenged,” he explains. “They also wanted more say in how the university was run, and that seemed utterly reasonable to me. Saying that students were old enough to go to war but not old enough to be involved in the administration of their academic life was just a nonsense. But I was made to feel like a rebellious outsider by the Harvard authorities for voicing my support so, when Isaiah Berlin invited me to teach at Oxford, I leapt at the opportunity.”Was Oxford really so much more liberal than Harvard in 1968? Bruner smiles. “I don’t suppose so,” he says, “but I didn’t know any better. I just thought anything must be an improvement on Harvard.”His method of arrival in England – “I think I’m the only academic in the university’s history to take up his chair by sailing his boat across the Atlantic” – was as unorthodox as his teaching and research.He counts his 10 years at Oxford as one of the most productive periods of his life. “There was a wonderfully talented group of academics and tutors that worked flat out, challenging and developing each others’ research in a way that was unusual in Britain at the time,” he says. “And we produced some great work, highlighting the fact that those who were missing out on the important family interactions were those who were failing in fifth grade. That was taken up by Lady Plowden [who delivered a groundbreaking report on early years education in 1967] in her battles with the then minister for education, Margaret Thatcher.”Though he was now well into his 60s, Bruner had no thought of retiring. He has just kept on going and, even in his 80s, was still making regular trips to the Italian village of Reggio Emilia, the epicentre of liberal education in action. He has not kept on working out of a desire to preserve his place in history, but because he loves what he does. He constantly acknowledges the work of those who have collaborated with him and hardly bothers to conceal his pleasure at the misfortunes of those who have got up his nose. He might need a stick to get about these days, but his mind is as lively as ever and he oozes a boyish enthusiasm and curiosity.Bruner was born blind and only regained his sight after an operation to remove the cataracts when he was two years old. Does he have any recollection of those early years? “Not really,” he says, “but there must have been a lasting effect. It’s not the worst thing in the world only to have a vision of your parents that you have created for yourself, but there is still a large sensory deprivation. There must have been a longing for attachment that went partially unfulfilled.”

Shy and geeky

Bruner grew up on the south shore of Long Island and was mainly looked after by his mother, while his father ran the family watch-making firm. He spent a lot of time by the sea. “I was quite a shy, geeky boy,” he says. “Not at all like my older sister, Alice, who was much more confident and outgoing. I had one or two close friends, and we would go out rowing or sailing together, creating our own fantasies in which no one else had ever done what we were then doing. We were the fastest oarsmen, the best sailors … This attraction for the water has never left me. Somehow it’s the perfect metaphor for your ability to establish your authority over the world while maintaining your own untouchable separation from it.”Everything changed when Bruner was 12. “My father died of liver cancer and my mother never really came to terms with it,” he says. “She went into a period of prolonged wandering. We moved from place to place, and I went from school to school. It’s hard to say what sense I made of it. On one level, I just took it to be normal and got on with my life but on another, subconscious level, I think I understood she was overwhelmed by grief. What I think I did learn, though, was the importance of context in communication. It’s not so much the words and syntax we use, but the way we interact that defines how we understand something.”As with many families in which one parent dies prematurely, Bruner’s never fully regained its former intimacy and, with his sister Alice getting married young, he learned to make a virtue of his self-sufficiency. “My mother’s real legacy was to make me rebellious and autonomous,” he says, “though I’m not sure how my father would have felt about my leftwing political leanings. He was an old-fashioned kind of tough guy, who worshipped Theodore Roosevelt. I loved and respected him, but I suspect we might have fallen out if he had lived.No one could accuse Bruner of not walking the walk. “I tried to sign up for the Republicans in the Spanish Civil War, and even went along to the Chinese consulate to enlist in the Sixth Army in their struggle against
Japan. I can still remember my shame at being told, ‘Mr Bruner, we Chinese do not have manpower problems’.”At the start of the second world war, he tried to join the
US military, but was turned down because of his poor eyesight and conscripted instead into the Office for Strategic Studies, the equivalent of MI5. “We began by studying foreign radio broadcasts,” he remembers, “but our main task came in 1944 when we were sent in behind the invasion force on D-Day to determine whether liberated French villages could be trusted. It was a tricky time; there were still Vichy sympathisers but the Free French hated the idea that some Yanks were interrogating their people. Still, it was a useful lesson in learning that people don’t always mean what they say.”Once the war was over, Bruner’s academic life proceded more smoothly than his personal one. He divorced his first wife after his return from
Europe and has been married twice since. “You know,” he sighs, “you think you meet people by chance, but when you look back on your life you realise there was nothing random going on at all. We’re all just trying to resolve our lives as best we can.” He pauses. “And that’s all I want to say on that.”And regrets? “My critics have always accused me of ignoring potentially interesting areas of research,” he says. “And they’ve got a point. The whole field of cognitive development was just so new, so exciting, and so open when we started that you could only do so much at any one time, and you just headed off in the directions that seemed most interesting. So, undoubtedly, there are bits I would like to go back and look at more thoroughly.”

Curriculum vitae

Age: 91

Job: Research professor of psychology, senior research fellow in law, New York University

Books: A Study of Thinking; Studies in Cognitive Growth; Acts of Meaning; The Culture of Education

Likes: sailing

Dislikes: filling in tax returns

Married: three times; two children


Original em: http://education.guardian.co.uk/higher/profile/0,,1078488,00.html

19
Mar
07

Linguagem

Na ESE da Guarda vai acontecer um Congresso sobre Aquisição da Linguagem. Parece-me interessantíssimo e ainda está aberto à recepção de propostas de comunicação (até 23 de Abril … opa a trabalhar). O Congresso é nos dias 16 e 17 de Abril.

Só tenho pena que caia nesta altura, senão estava lá!




Poeira e letras

Ora, o que eu pretendo, com esta edição renovada do poeira e letras, é continuar a partilhar as minhas reflexões e histórias do quotidiano, descobertas de músicas, sites com interesse ou simplesmente piada e recursos que podem interessar a quem, como eu, anda dedicado à educação. Neste espaço coexistem o pessoal e o público em doses q.b.
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