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Estratégias operatórias frente ao trabalho repetitivo : o caso das soldadoras das indústrias de jóias folheadas e bijuterias
(Universidade Federal de São Carlos, 2010-03-01) Gonçalves, Juliana Machion; Camarotto, João Alberto; https://lattes.cnpq.br/1427853773681255; https://lattes.cnpq.br/4059272741028061
In the last decades has occurred the local productive system consolidation of plated jewelry in Limeira city which has created many jobs, opportunities and the city s economic development. In the jewelry s manufacture the use of manual labor has been predominant, characterized as repetitive work, mainly linked to the processes of assembly and welding. This study searched the welder s activity industries plated jewelry taking as theoreticalmethodological assumptions Ergonomics Located in order to understand the operational strategies adopted against the repetitive work. Based on that, it was the work context of welding jewelry, which has the characteristics of repetitive work, precision and the notion of regulation. The study examined the welder s perception that the physical demands prevail in work activities, but they act on the organization, a collective work and flexibility to change operating mode, adjusting their work. The research importance was to assess the adoption of strategies by welders because of the margin of maneuver to adjust the workload. Because of experience, expertise, collective work, breaks and the possibility of speeding up or slowing down the work, the welders can stay working against the repetitive work.
Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
(Universidade Federal de São Carlos, 2010-03-01) Pereira, Camila de Sousa; Del Prette, Almir; https://lattes.cnpq.br/2191226494887247; https://lattes.cnpq.br/2000229988155180
Aiming to promote better employability conditions among people with physical disability, the literature review indicates the improvement of the social skills repertoire. Social skills programs can contribute to an individual s entry, adaptation and career development in the job market. The purpose of the current research was to assess the need, the process and the effects of a Professional Social Skills Training Program for physically disabled people who were looking for a job. The research involved a multiple probe design with two separate groups. The sample consisted of 16 people with physical disability, between the ages of 18 to 36, assigned to either: an experimental group (G1) or a wait-list control group (G2). First, the pretest was conducted with both groups. Then, the intervention was carried out with the G1, followed by the posttest at this time, the second pretest was conducted with the G2. Next, the same intervention was conducted with the G2, followed by the posttest and a third assessment of G1. Finally, each group was evaluated using the follow-up assessment. The dependent variable (social skills performance) was measured using different instruments (self-report and direct observation), various indicators (frequency, difficulty, quality) and in everyday and specific work situations. The instruments used were the: (a) Social Skills Inventory; (b) Interpersonal Difficulties Scale; and (c) Professional Social Skills Observation Protocol. Other instruments used include: Self-Assessment Professional Entry Questionnaire, Assessment Learned Social Skills Questionnaire, Peer Assessment, Field Diary and Observation Record for each Session. The independent variable consisted of an intervention, Professional Social Skills Training Program. In order to analyze the data, descriptive statistics and nonparametric tests were used, making both intergroup and intragroup comparisons. The Needs Assessment indicated deficits in the participants social skills repertoire and contributed to program planning. The program was conducted in a group context, with 16 sessions of approximately 90 minutes each. Considering interpersonal relations at work as the underlying context, the skills that were addressed included: civility, feedback, communication, irrational beliefs, empathy, offering help, citizenship, assertiveness, criticism, problem solving, job interview skills and expression of positive feelings. Some of the key teaching strategies included: experiential strategy, homework assignments, instruction, positive reinforcement, behavioral rehearsal, modeling and feedback. The Process Assessment revealed that both groups had high attendance, achieved intermediate goals, completed homework assignments, had high involvement in the group activities, and reported examples of progress and skills generalization to their natural context. For both groups, the Results Assessment showed significant gains in social skills after the application of the program, maintenance of skills improvements after two and four months and generalization of learned skills to other contexts and with other partners from the natural environment. Very likely, this program can be used in various institutions.
Compreensão e produção de fala em crianças com deficiência auditiva pré-lingual usuárias de implante coclear
(Universidade Federal de São Carlos, 2010-03-01) Golfeto, Raquel Melo; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/6879741262383565
Acquisitions of verbal functions in prelingually deaf children have shown progress in the listener s behavior, but less significant gains in the speaker s behavior. The aim of this study was to develop and assess the effectiveness of teaching procedures designed to develop listening comprehension and speech intelligibility in this population. Three studies were conducted. In the first one, subjects were taught conditional auditory-visual relations between dictated words and pictures, and between dictated words and printed words, along three successive learning problems. Two teenage girls with extensive sensory deprivation periods and late cochlear implants learned the auditory-visual relations and showed the emergence of equivalence relations, progressing from the learning relations with conventional words to learning relations between pseudo-words and abstract pictures. Study 2 investigated the effects of a curriculum of conditional discriminations between dictated words and pictures and between dictated and printed words to preschoolers and children acquiring literacy, thus extending the amount of experience with successive sets of words, in relation to Study 1. A multiple baseline design among word sets assessed the curriculum effects. Five of the seven participants learned the conditional discrimination and presented the emergence of equivalence relations, echoic behavior and naming pictures and printed words. Speech production scores, however, lag behind scores in matching tasks. In Study 3 participants learned conditional discriminations between dictated sentences and videoclip scenes. Different sentences were dictated, warranting overlapping of sentence elements, seeking to engender recombinative repertoires (in identifying new scenes formed by recombination of subject, verb and object of previous sentences). Participants demonstrated recombinative generalization and produced intelligible sentences. Results indicate the potential of the teaching procedures for the (re)habilitation of implant users. The persistence of the imbalance between speech production and auditory comprehension suggests important issues concerning the ontogenesis of the listener and speaker s repertoire.
Construindo pontes: o ingresso de estudantes indígenas na UFSCar: uma discussão sobre "cultura" e "conhecimento tradicional"
(Universidade Federal de São Carlos, 2010-03-01) Bó, Talita Lazarin Dal'; Cohn, Clarice; https://lattes.cnpq.br/1714080901123094; https://lattes.cnpq.br/1219672792831129
The presence of indigenous students at the universities has been potencialized by programs of inclusion and increased expressively, demonstrating the crescent interest of these populations by the scholar education and by the continuity of their studies. This presence has been raised several questions at the Universities, at the most general society, at the State, at the academy, and by part of indigenous population that discuss the theme of the public policies of inclusion and the theme of the knowledge and the teaching process and the differentiated learning. This dissertation presents the process of inclusion of indigenous students at the Federal University of São Carlos, analyzing the formulation and the implantation of the proposal of affirmative actions in this university and, over all, from the indigenous students experiences that entered into it in 2008 and the questions that they had presented. For this, it proposes a reflection about themes like interculturaly , traditional knowledge and culture , already present a long time ago at the discussion about specific indigenous scholar education and, recently, potencialized in the debate about the ingression of indigenous at the college. It tried to demonstrate how much of the debate is present (or not) in the experiences of these indigenous students and how they answer to these process, building their own ways and showing us the possible bridges of connection.
Intervenção em grupo para irmãos de crianças com necessidades especiais: um estudo exploratório
(Universidade Federal de São Carlos, 2010-03-01) Araújo, Glauce Munira Silveira; Aiello, Ana Lúcia Rossito; https://lattes.cnpq.br/5775676667349251
Group interventions may be a useful strategy for helping siblings of disabled children to cope with difficulties related to the special sibling. The purposes of the present study were: 1) to identify the main needs of older siblings of disabled children; 2) to prepare and implement one group intervention and 3) to identify changes in some aspects of the participants lives, such as interaction between the siblings, coping strategies and knowledge about the sibling s disability . Study participants were eight pre-adolescents and adolescents aged 10 to 15 years, divided into Group 1 (G1) and Group 2 (G2). Participants underwent three evaluations, at least one before the intervention and one after it. The instruments used were the Entrevista com Irmão de Indivíduo com Necessidades Especiais (Interview with Sibling of Disabled Individual), the Formulário de Irmãos (Sibling s Questionnaire) and the Inventário de Estresse e Enfrentamento (Stress and Coping Inventory), besides the Questionário de Satisfação com o Grupo de Apoio (Satisfaction of the Support Group Questionnaire), the last one were applied at the end of the intervention. The study also conducted interviews with the mothers of the participants. The intervention was conducted in nine sessions, once a week, lasting two hours each, first with the G1 and then with the G2. The data were analyzed descriptively and/or quantitatively, and the results were compared immediately before and immediately after the intervention. The comparison was done for each participant in order to obtain evidences of changes in aspects related with the session s themes. The results indicated that after the intervention there was an increase of knowledge about the siblings disability and related aspects; variation of the interaction levels between siblings and the kind of behaviors directed at them; variation in the stress levels and in the strategies used to deal with difficult situations related to his brother or sister, demonstrating the role of intervention that is modify some aspects of participants lives. This study draws attention to the importance of group interventions applied to this kind of population, appropriate to his age and his needs.
Desafios de gestão de abrigos temporários : uma análise sociológica de inseguranças e riscos no cotidiano de famílias abrigadas
(Universidade Federal de São Carlos, 2010-03-01) Marchezini, Victor; Valêncio, Norma Felicidade Lopes da Silva; https://lattes.cnpq.br/7161606146208875; https://lattes.cnpq.br/2909699430118148
From the interaction between natural phenomena like rains and a social organization, it can be occurs a quantity of environmental damages, material and human losses which can configured depending of the intensity of these a disaster. Human losses have been demanding more public policies of civil protection, mainly these families who are displaced from their home. These families can be characterized for the loss of the home s territory that was destroyed or located in risk areas, and after the evacuation commanded by the State, they were removed from their homes. In many times, these displaced families don t have founds to provided a temporary habitation or no have received an invitation to live temporally in their parents and friends houses, and their only alternative are going to a temporary shelter organized by the State. Temporary shelters were organized from the adaptation of public schools, sports gymnasiums, where displaced families will try to make a territory to reproduce social practices associated with their privates routines on their homes. This attempt will depend the relations among families and the relations between them and shelters administrators. The objective of this study was describing and analyzing sociologically how, after these process of loss the territory of home, displaced families try to produce their privates routines in public spaces like temporary shelters organized in contexts of disasters related to rains. The methodological procedures were based: bibliographic research, documental research and field research with qualitative methods. From the contributions of Sociology of Disaster, disasters can be comprehended like processes that were defined by the symbolic production, which it constituted by the agents in competition for the monopoly of official vision. In these power relations, temporary shelters were left in invisibility, and they have constituted in human s exclusion agglomerate (HAESBAERT, 2004), an extreme desterritorialization which reveal multiples desterritorializations that displaced families live intensively on temporaries shelters, a space of social suffering.