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Adolescentes em situação de acolhimento institucional prolongado : análise do processo de desligamento
(Universidade Federal de São Carlos, 2012-12-14) Benetti, Daniella Simões; Brino, Rachel de Faria; https://lattes.cnpq.br/0235133592567485; https://lattes.cnpq.br/6463201980996926
The host institution is one of the lines of political action to guarantee the rights of children and adolescents, whose character is provisional and exceptional form of transition to reintegration and family or for integration in a foster family. Usually occurs when families are considered unable to provide child care, or when they have behaviors that put at risk the full development of children. Both the removal of the child or adolescent from family and his dismissal of the institution are made by the Government, however, there is a lack of effective public policies and scientific research data that cover the issue of institutional shutdown, more specifically. The present study aimed to: a) describe the process of institutional shutdown according to the opinion of adolescents who lived in a situation of institutional care for an extended period and the leaders; b) describe the operation of a host institution. This was a qualitative, exploratory. The study included two leaders of the two institutions reception and six individuals who remained in a state of Reception beyond the time allowed by law, and who completed two years of majority, including motive, which led to the shutdown. The instruments used for data collection were: Interview Script 1) The characteristics of the host institution and Interview Script 2) Shutdown Institutional, both were applied with the leaders of institutions and even Home, Interview Script 3) The Consequences Off the Institutional conducted with former accepted. The questions of the interview scripts were submitted before the application, the judges pointed suggestions to better understand the context. The application of the interviews took place at different times and places previously chosen by the participants. By means of the instruments were performed quantitative analyzes, obtained from the defined categories, with the main parameter to content analysis. The results indicated that in some respects the institutions surveyed described themselves differently, therefore, had different types of conduct with regard to the implementation of some of its functions, humanization of the shutdown process, preparation gradual for that time, maintenance of family ties, family support for restructuring, encouraging interaction with other families, participation in the services offered by the local community. Other aspects described by the Institutional leaders have been characterized equally and refer to similar residential maintenance of emotional bonds between siblings, attendance at small groups, among others. Most adolescents showed that the shutdown was a moment Institutional permeated by feelings of sadness, fear, insecurity, memories, and the individual is ready or not to experience this moment and its consequences were related to the difficulty in getting a job, live alone, keep themselves financially. It is concluded that there is need for specific policies that cover the issue of Institutional shutdown, to support the teen financially, emotionally, socially, before, during and after this procedure. Still, training for all social actors involved in institutional care situation for better care and understanding of the context.
Efeitos da formação de classes de equivalência sobre a solução de problemas de adição e subtração
(Universidade Federal de São Carlos, 2012-12-14) Henklain, Marcelo Henrique Oliveira; Carmo, João dos Santos; https://lattes.cnpq.br/1263046410329694; https://lattes.cnpq.br/3486276032268863
Research has shown that some properties of the additive problem may cause difficulties to solve it. The most important are: the problems presentation form, the semantic structure and the position of the unknown. Two experiments were conducted with some methodological differences, but both with the aim of investigating if the formation of an equivalence class between different problems presentation forms could reduce difficulties in solving problems. Eight students from the 2nd to the 5th year of elementary school with difficulties in solving problems of the pretest analysis participated in Experiment 1. It was applied a procedure for teaching conditional discriminations between different forms of presentation of addition problems (numeralproblem, word-problem, collection-problem and balance-problem), followed by Posttest 1. There was an increase in the percentage of accuracy for all types of problems, but five participants had difficulties with the balance-problems. It was also assessed if an additional procedure for teaching algorithmic for problem solving additives with unknowns at positions a and b could produce even greater increase in the percentage of correct answers. There were two sessions for teaching the addition algorithm, followed by post-test 2, and two sessions for teaching subtraction algorithm, succeeded by Posttest 3 and generalization test. Four participants showed an increase in the percentage of correct responses at post-test 2 and six at Post-test 3. This result, although positive, suggests that procedural changes are necessary so that all may be benefited by learning algorithms. Participants achieved 100% correct responses at generalization test. In Experiment 2, three forms of presentation (numeral-problem, word-problem and balance-problem) were used. The goal was to produce the formation of two sets of equivalence classes, one of addition and one of subtraction, and evaluate its effect on problem solving performances. In order to reduce difficulties with balance, two sessions were designed to teach participants about their operation. Eight students in the 2nd to 5th year that presented difficulties in the pre-test problem solving participated. After the formation of classes, it was found in Post-test 1 that all participants increased the percentage of correct answers. It was then assessed whether a practice in solving balance-problems could further improve this performance, which was confirmed. In Generalization Test 1, all participants reached percentages above 75% accuracy. We evaluated whether it would be possible to improve the teaching of algorithms phase of Experiment 1. We performed a single session for teaching together addition and subtraction algorithms, which was followed by post-test 3, in which there was an increase in the percentage of correct responses. Then the generalization test was reapplied, in which all achieved 100% accuracy. In Experiment 2, at each post-test, there was improvement in performance. It was demonstrated that the teaching procedures adopted are important to reduce learning difficulties in problem solving.
Repercussões do tratamento medicamentoso para o paciente com hepatite C crônica
(Universidade Federal de São Carlos, 2012-12-14) Oliveira, Daniela Maria Falcão de; Figueiredo, Rosely Moralez de; https://lattes.cnpq.br/2597491235073085; https://lattes.cnpq.br/7389048562762649
Hepatitis C is a major cause of chronic liver disease worldwide. It is currently estimated that there are between 2% and 3% infected people in the world, representing from 123 million to 170 million people. One also must account for this disease progressing to cirrhosis and hepatocellular carcinoma. Drug treatment, clinical follow-up, and uncertain prognosis of this disease usually give rise to adversities, which destabilize its patients daily routines and compromise their quality of life. Only after the first treatment can the person actually feel ill. Therefore, it is important to understand the impact of this phenomenon on patients. Goals: To understand chronic hepatitis C patients perceptions, meanings, and feelings about the disease treatment and its repercussions on their everyday life. Methods: During this research, of a qualitative nature, twelve patients being treated for chronic hepatitis C were interviewed at the Viral Hepatitis Clinic in São Carlos, Brazil. The final size of the sample was determined by theoretical saturation. The data were analyzed by means of content analysis technique (enunciation analysis) so as to grasp the meanings of expressions and feelings contained in the participants statements. Results: As regards the interviewees, there was a predominance of females (nine women and three men), all São Carlos residents. Their average age was 49 years, ranging from 35 to 65. As to the participants marital status, most of them (9) were married. Regarding their schooling, most patients (8) had studied 8-12 years. As for their occupation, two were retired and two were on a sick leave as a result of adverse treatment events. The data generated by the semi-structured questionnaire were organized into six categories encompassing both the factors mentioned by the patients and the researchers observations and inferences, namely: medication; adverse events and dispensation of medication; reactions to losses, fears, and distress; stigma and prejudice; lived sexuality; coping with their new reality. The results are discussed in light of two themes: (1) becoming sick due to treatment: perceived aspects and (2) undergoing treatment: the means to cope with it. Conclusion: The quality of Hepatitis C patients lives and daily routines is compromised by different feelings and uncertainties about the disease prognosis, especially due to adverse drug events. However, patients find ways to cope with the treatment and finish it presuming a satisfactory outcome. It is suggested that health professionals acknowledge this commitment and integrate, into their professional practices, interventions that increase patients awareness and support.
Elaborações de estudantes do 7° ano do ensino fundamental sobre números inteiros e suas operações
(Universidade Federal de São Carlos, 2012-12-14) Silva, Maristela Alves; Sousa, Maria do Carmo de; https://lattes.cnpq.br/6637658562543505
This research is qualitative and has as main objective to analyze the main elaborations explained by students from 7th year of elementary school on integers and its operations. Students were enrolled in a public school in the city of Fernandópolis - SP. The question that guides the study is: What elaborations students manifest and / or explicit experience while guiding the activities of teaching with integers? The route goes through the history of this work of integers, number theory, and curriculum of the State of São Paulo, including therein, the experience of the students with the concepts studied, from Guiding Teaching Activities. The activities were prepared by the teacher of the class, and initially considered the learning situations proposed by books, the Department of Education of the State of São Paulo. During their development was necessary to make adjustments so that students can understand the concepts studied. These adjustments were made, fed back from the students as well as the reflections of the teacher. The focus of the research is the process and not just the result obtained by students after solving activities. The elaborations of the students are explained through dialogues that occur during the experience of the activities in the classroom. Students explicit oral that: a) believe that below zero there is no number, b) the minus sign is meaningless and c) it is impossible to operate negative quantities. The activities are aimed at questioning and questioning the "truths" momentary explained by students, providing moments in which to formulate new ideas, based on the needs required activities.