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Efeitos de estímulos emocionais sobre a ocorrência de falsas memórias : investigação por meio do paradigma da equivalência de estímulos
(Universidade Federal de São Carlos, 2017-03-29) Pedrosa, Sabrina Campos Dias; Aggio, Natalia Maria; https://lattes.cnpq.br/4553599639534161; Rose, Julio Cesar Coelho de; https://lattes.cnpq.br/3386857761295187; https://lattes.cnpq.br/8615920050755793
False memories can be defined as recollections that do not correspond to the facts experienced by subjects. Cognitive research have pointed out that the referred phenomenon is, to some extent, determined by semantic relations among stimuli. Based on these studies, behavior analysts have proposed experimental analogous of false memories using the stimulus equivalence paradigm to establish symbolic relations. The current master’s thesis was composed by one preliminary study and two main studies. The preliminary study aimed to assess the valence and arousal of pictures depicting facial expressions, and to select the meaningful stimuli that were employed on the class formation procedures of Studies 1 and 2. Study 1 aimed to analyze possible effects of emotional stimuli with different valences (positive, neutral and negative) on the occurrence of false memories. For this purpose, a systematic replication of Aggio’s (2014) Study 3, using lists of symbolically related stimuli through the stimulus equivalence paradigm was carried out. The main experimental manipulations of Study 1, in the present thesis, were the control of valence and arousal magnitudes attributed to the emotional stimuli; the use of emotional stimuli in the class formation procedure, which contained the unrelated distracting stimuli; and the randomization of list order presentation. Study 1 was structured in four phases, which encompassed 1) the establishment of six equivalence classes; 2) a false memories test with a memorization task and a recognition test, held one week after the beginning of Phase 1; 3) class merger and maintenance test, and 4) stimuli assessment through a semantic differential. Results showed that the false memories effect, under symbolic control, occurred only in relation to the positive stimuli list. It was hypothesized that the stability of the equivalence classes was an intervening variable. In order to verify the aforementioned hypothesis and search for new evidences regarding the effects of emotional valence on the establishment of false memories, a second study was proposed. The Study 2 had the same procedure as Study 1, with the exception of two changes: the reduction of the time interval employed between the first and the second phase, and the insertion of baseline review blocks of the six equivalence classes before the false memories test. These changes were adopted in order to increase the probability that the equivalence relations were stable and strengthened at the moment of the false memories test. Results showed the occurrence of the false memories effect in positive and neutral lists. These results suggest that stimuli with negative emotional valence can reduce the probability of false memories occurrence.
Crenças, experiências e ações de professores de inglês (LE) de um Instituto Federal de Educação, Ciência e Tecnologia
(Universidade Federal de São Carlos, 2017-03-29) Fernandes, Fabrício Ademar; Barbosa, Lúcia Maria de Assunção; https://lattes.cnpq.br/5030878430187815; https://lattes.cnpq.br/4190497380890411
The main objective of this research was to identify, understand and analyze the beliefs, experiences and actions (pedagogical practice) of English teachers who teach in technical courses of an Education, Science and Technology Federal Institute (FI), and guide to the improvement of the English learning-teaching process directed at professional formation programs offered by these institutions (or by others with similar profile). In this sense, we sought to identify and analyze the beliefs, experiences and actions of the participants regarding the specific aspects related to English learning-teaching, such as the student, the teacher, the third parties, the materials and the evaluations, by means of semi-structured interviews, self-reports and class observations, respectively. The guidance proposed by the participants were also surveyed by means of a semi-structured interview. For the collection and analyses of the data, we adopted a qualitative approach. Three case studies were conducted with the foreign language teachers of a FI. The data obtained during the year of 2016 were analyzed based on the Contextual Approach for studying the beliefs, and on the theoretical suppositions regarding the experiences and pedagogy of the post-method. The results point to the fact that the experiences, beliefs and actions of the teachers influence each other in a non-linear manner, in a more complex manner. In addition, it was possible to survey microstrategies for the learning-teaching of languages for the contexts of technical formation at a middle level, which meet the suppositions of a post-method pedagogy.
PSOL - Relação da origem no desenvolvimento de sua organização, participação eleitoral e atuação parlamentar
(Universidade Federal de São Carlos, 2017-03-29) Oliveira, Heythor Santana de; Braga, Maria do Socorro Sousa; https://lattes.cnpq.br/2311094074614215; https://lattes.cnpq.br/4737460080171505
The present dissertation aims to analyze the relationship between the organizational structure of the Partido do Socialismo e Liberdade (PSOL) and its characteristics. It starts from the premise that the origin of the party focuses directly on the format and organizational aspects that will build it. It seeks to identify the influence of genetic elements of the PSOL, which is born of a kind of internal rupture of Partido dos Trabalhadores (PT) parliamentarians, both in its development and in its political orientation. The específical hypothesis that there is a concentration of power in the party (parliamentary) and organizational arena of the party, in which the elective parliamentarians decide by the caption. Complements the organizational analysis complements the examination of the performance levels of the PSOL and the identification of ideological elements in its parliamentary action with the objective of exploring aspects originating from the party in its development.
Gerações militantes : bases partidárias Petistas e Tucanas em São Paulo.
(Universidade Federal de São Carlos, 2017-03-29) Locatelli, Luís Gustavo Bruno; Ribeiro, Pedro José Floriano; https://lattes.cnpq.br/6336151484882362; https://lattes.cnpq.br/6703438431534474
This research investigates the current militant frame of the PT and PSDB in Sao Paulo state, comparing them at different moments of their party path: youth and adult militancy – emphasizing the dimension "party on the ground face”. The research aims to fill two gaps of the current literature: first, contribute to the understanding of the profile and to the content of the performance of affiliated people in political parties; second, determine what are the impacts of generational changes in the Brazilian democracy, particularly in relations between young people and democratic institutions, specifically the man effects on internal life of the Sao Paulo's political parties. For this objective, we compared two surveys: one with young militants (respondents with a means age of 24 years) and another with adults (mean age 44 years) and the data obtained at Electoral Court (TSE) regarding the age groups of the members (2008 to 2016) and the age of entry of active members in 2014. The main findings are: aging tendency of both party memberships; disparity of civic resources of members and young members’ vis-à-vis the electorate; predominance of the mobilization by the collective incentives in both surveys. In addition, the relevant impacts of belief systems and internal rules at different levels of mobilization.
Apoio Institucional : dispositivo para mudança de práticas e fortalecimento das redes de atenção em saúde
(Universidade Federal de São Carlos, 2017-03-29) Braga, Denise Aparecida; Feliciano, Adriana Barbieri; https://lattes.cnpq.br/9398810638733882; https://lattes.cnpq.br/4920218534609702
SUS (Portuguese acronym for Unique Health System) is a political and organizational formulation for the reorganization of health services and actions, guided by the principles of universality, equity and integrality, but since its creation, it has faced major challenges for its effective consolidation and implementation. In order to meet the health needs of the population, services must be organized in a network based on Basic Attention to access levels of greater complexity. In the search for favorable transformations for the qualification of care, institutional support emerges as a device capable of strengthening the spaces of attention, aiming to modify the forms of health planning and management. The support arises through the need to review the processes of production of care, with the valuation of the subjects involved and the achievement of more democratic ways of doing health. Thus, the present study sought to analyze the practices of institutional support as a device for strengthening health care networks, based on the perceptions of supporters and workers considering the potentialities, challenges and strategies used in the support function. The research was drawn from a qualitative approach, in the form of an exploratory-descriptive case study. For this, the focal group technique was used with supporters as well as workers of supported team who met the selection criteria. Thematic categorical content analysis technique was used for the systematization of the material produced. The research findings point to the need to bond the supporters with the teams to be supported, as well as an adequate time for insertion into the routine of services, to produce organized collectives aimed at new forms of work management. They also indicate the need for appropriation of strategies and tools for the support function, however, in addition to those established in the literature, others can be constructed in the act, in the practice of actions. Moreover, they point out challenges that must be considered and put into analysis, especially those related to hegemonic and vertical managerial issues, in search of transformations of management and attention practices in a proposal to foster co-management, to promote the production of collectives and the autonomy of the subjects Involved with health care.
Programas de intervenção precoce: caracterização e análise das pesquisas no contexto brasileiro
(Universidade Federal de São Carlos, 2017-03-29) Candido, Ana Regina Lucato Sigolo; Aiello, Ana Lúcia Rossito; https://lattes.cnpq.br/7544189440874179; https://lattes.cnpq.br/2474882255218417
This research encompass two studies. The objectives of Study A composed by two steps: Stage 1- In the period of 10 years (2005 – 2014), identify and analyze theses and dissertations produced in Brazilian graduate program with objective of development proposal of Early Intervention Programs for children's development were identified and analyzed to seek main variables studied; and Stage 2: - The proposals of Early Intervention Programs developed that identified in previous stage were characterized and assessed. The Study B described evaluations of Early Intervention Programs after the event of researchers responsible for proposal and execution, as well as continuity of work after conclusion of research. The Study A based on data from the Theses and Dissertations Bank of Brazilian Digital Library (BDTD), whose search descriptors were: early attention, early stimulation, essential stimulation, child stimulation, child development stimulation, early intervention, development surveillance and screening of development. According to two independent judges with pre-defined criteria of inclusion and exclusion, this Study analyzed 25 cases integrally. In step 1, the protocol "Early Intervention Programs Characterization" (PIP) used to systematize information about participants, methodological considerations, intervention characteristics, studied variables, results, limitations and future studies, whose results indicated a predominance of indirect PIPs (13/25) that worked with training and formation of mediators. The presence of children in the PIP varied between forms of individual participation and groups. The mediators of the mixed intervention studies, who participated in PIP, along with children, were mainly parents / guardians. The categories of limitations and / or risks for development: Prevention, Risk and Disability, with a higher incidence of studies in category of Risks. Only one research used an equal control group design and follow-up evaluation was presented in three studies. Ten programs concurred with traditional paradigm and new paradigm, only one study presented characteristics of New Paradigm and the Family-Centered Model. The contexts in which interventions carried out were residences, kindergartens and university. Indirect interventions had a longer duration when compared to direct interventions. The target behaviors / abilities of intervention related to child development and parental and professional training. The results mostly evaluated as positive regardless of intervention type performed. Only three studies indicated non-effective results. 14 studies indicated limitations regarding both research design / procedure and intervention program. Questions raised for future research on methodology, such as longitudinal studies, extension of intervention, extension of sample searched and higher frequency of evaluations. Family demands related to parental / caregiver adherence to intervention programs, parents / child bonding and family / school relationship, and in professional context, knowledge about health surveillance and development surveillance was highlighted. In step 2, the protocol "Evaluation of Early Intervention Programs" (adapted from Mendes, 2010) used to analyze the programs within the community, family, child and intervention program, whose results indicated that community level, 14 studies did not indicate referral procedures, used voluntary or convenience samples. The eligibility criteria for PIPs quite diverse; 18 studies did not mention screening procedures for participation in program; information to families generally provided at beginning of program and it is also possible to inform that IPPs more directed to interests of researchers than to real needs of population. At the family level it can be verified that host interview and presentation the PIP were more frequent than actions that involved planning of support to families. At children's level, studies focused on social life and child autonomy. At PIP level, they showed more frequently performance of a single professional, without specific training; with activity plans that presented some information gaps such as: objectives, materials, teaching and registration procedures; few revisions in intervention proposals observed, with main concern in effectiveness of programs, whose evaluations based on non-standardized instruments. In the Step 1 results indicated that there was indirect predominance of PIPs (13/25) that worked with training, mediator development. The presence of children in PIP varied between individual forms participation and groups. Mediators of mixed intervention Studies, who participated in PIP, along with the children, were mainly the parents / guardians. Limitations and / or risks for development had been categorized: Prevention, Risk and Disability, with a higher incidence of studies in the category of Risks. Just one research used control group design and follow-up assessment presented by three Studies. Ten programs concomitantly met traditional paradigm and new paradigm, just one study presented characteristics of New Paradigm and the Family-Centered Model. The interventions carried out in residences, kindergartens and university. Indirect interventions had a longer duration when compared to direct interventions. The target behaviors / skills of intervention related to child development and parental and professional development. Independent of type of intervention performed, the results mostly evaluated as positive. Only three research indicated non-effective results. 14 studies indicated relative limitations to research design / procedure and intervention program. For future research, questions relating to methodology was highlighted, such as longitudinal studies, extension of intervention, extension of sample surveyed, higher frequency of evaluations. In family context, demands referred to participation of parents / caregivers in intervention programs, parents / child bond and family / school relationship, and in professional scope, knowledge about surveillance of development and health / education integration highlighted. Step 2 results indicated that in 14 studies there were no referral procedures in community analyzes level whose samples were voluntary or convenience; diversified eligibility criteria for PIPs; 18 studies no mention screening procedures for participation in the program; information had been provided in beginning of program for family; it is possible inform that PIPs more directed to researchers interests than real needs of population. In family level, it can verify that foster interview and PIP presentation were more frequent than actions with planning of support to families. In children's level, the studies focused on social life and children's autonomy. In PIP level emphasized more frequently performance of single professional, without specific qualification; activity plans with some gaps information such as: objectives, materials, teaching and registration procedures; few revisions in intervention proposals were observed, with main concern in effectiveness of programs, whose evaluations were based on non-standardized instruments. Study B analyzed posteriori assessment of researchers responsible for proposing and executing the Early Intervention Programs, as well as their continuity after their conclusion. Ten researchers answered a questionnaire with following topics: validity period, institutional support, concomitance between closure of research and program, and assessment of program regarding objectives / focus of intervention, screening procedures and evaluation procedures, family participation, engaged professionals, child development and results obtained vs expected. The results had been indicated that programs lasted up to 12 months; six of them had financial support; closure of the programs occurred concurrently in eight of them; it were positively evaluated by their proponents; it presented questions to be improved regarding theoretical reference, organization and planning of actions to be developed. It can indicate that research involving early intervention presented are important initiatives to deal to early stimulation in children with different risk factors and / or disabilities and producing knowledge in Brazilian context.