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O espírito japonês : esboço para uma arqueologia etnográfica do Ki 守破離 – Shuhari – Os três momentos do aprendizado da maestria
(Universidade Federal de São Carlos, 2016-03-02) Lourenção, Gil Vicente Nagai; Machado, Igor José de Renó; https://lattes.cnpq.br/4705450652848752; https://lattes.cnpq.br/7757153428132423
In my Master's research, I evaluated the Japanese Kendō practice as a Japaneseness device, i.e., something that sought to "make Japanese". In this manufacturing process, Kendō focused on three connected planes: the 'Spirit' [Ki], the Sword and the Body. While development of the foregoing, this doctoral thesis sought to analyze data from life stories of Kendō practitioners and Documents about the notion of Ki – Life Force, Vital Energy – through an extensive ethnographic research in Brazil and Japan. The notion of Ki introduced itself as an important way to understanding the Japanese Culture itself, in a close relationship with an idiosyncratic notion of Love - Ai. The result was a theoretical and analytical potentiality to understand the Japanese Kinship and Japanese-and-Non-Japanese’s Family Studies, including cultural recognition processes whose assessment was made by anthropological and comparative perspectives
Tarefas informatizadas e jogos aplicados pelos pais na aprendizagem de leitura por crianças com transtorno do espectro autista
(Universidade Federal de São Carlos, 2016-03-02) Menotti, Ana Rubia Saes; Domeniconi, Camila; https://lattes.cnpq.br/9684535663947328; https://lattes.cnpq.br/9336960748460625
A child with Autism Spectrum Disorder (ASD) can present difficulties in the acquisition of symbolic behavior in general, including in reading. Educational programs via computerized curriculum based on stimulus equivalence provide children opportunities to learn reading repertoire. This study aimed at the implementation and evaluation of a computerized procedure for teaching reading fifteen-syllable words (isolated) for children with ASD, based on stimulus equivalence paradigm. As a secondary goal of the study we built games to work at home, seeking parental involvement in reading learning of their children. In the study participated three autistic children and their parents. We used a multiple baseline design of sets of words, combined with pre and post-test. The procedure began with the implementation of the pre-test after conducting five stages of teaching and finally the post-test. In the five teaching steps, gaming sessions and teaching sessions of isolated words through computerized curriculum were performed. In general, the results showed that children made gains in the repertoire of reading, although they showed no generalization of learning to generalized reading significantly. Parents were involved in the application of games and used reinforcement and prompt during the sessions properly. Keywords: reading, computerized instruction, games, children with ASD, parents.