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O bullying sob a ótica da teoria freudiana da cultura
(Universidade Federal de São Carlos, 2021-10-18) Carvalho, Sophia da Rosa; Maniakas, Georgina Carolina Oliveira Faneco; https://lattes.cnpq.br/1207794266426572; https://lattes.cnpq.br/8299259969141660
Bullying is a current phenomenon mainly inserted in the school sphere, marked by repeated aggression and no obvious motivation. It appears in the form of physical, psychological, moral or patrimonial violence. There are several actors within the dynamics of bullying, including aggressors, victims and spectators of violence. These figures were analyzed through the Freudian theory of Mass Psychology, in which the members are linked to the identification components between the mass-leader set. The mass exposed in an unstable, violent and highly suggestible way, can seek its formation based on the specification of a common factor that links the members to the leader and, in this sense, the victim of bullying is supposed to be the target. As for the victim, what is speculated is a melancholy characteristic that makes them susceptible to the role of victimization. The current qualitative-based work aimed to expose the phenomenon of bullying - based on 10 articles on the topic, published on online news platforms, from June to December 2019 and relate it to the Freudian theory of culture, in addition to verifying the possibility of establishing a relationship between the dynamics of bullying and the psychological formation of the mass. For this, content was collected from 4 online news platforms, with the keyword “bullying” and following the criteria: a) bullying as the central theme of the text; b) target audience of the text: children and adolescents in school condition or not; c) detailed and contextualized report of the bullying suffered. Added to these materials, the literature used as a reference for understanding the phenomenon of bullying included Freud's works on culture and texts by contemporary authors in the field of Education. The analysis of the data from the collection was carried out from the content analysis and as a result three thematic categories were created: a) context/troubled situation prior to bullying; b) consequences of bullying, both for aggressors, victims or spectators and c) presence of direct and indirect spectators of the phenomenon. The presence of bullying is discussed in parallel to a social and collective sphere, where the formation of children and adolescents is governed by narcissism and marked by emotional maladjustments, inciting the development of perverse aggressors, passive victims and bystanders who are condescending to violence. The presence of a structure similar to the psychological mass was confirmed, containing perverse traits and identification mechanisms, in addition to the assumption that victims with markedly melancholic characteristics are susceptible to the passivity of the phenomenon. Finally, the figure of the spectator in anti-bullying interventions was discussed, as a collaborator to the school community and engaged in firm and non-permissive attitudes towards the phenomenon.
Os efeitos de ações formativas nas interações mediadas pela comunicação alternativa por alunos com Tea
(Universidade Federal de São Carlos, 2021-10-18) Reis, Henrique de Candia; Lourenço, Gerusa Ferreira; https://lattes.cnpq.br/1474728505225459; https://lattes.cnpq.br/1225346739608914
Augmentative and Alternative Communication (AAC) aims to expand the communicative possibilities of people with complex communication needs, in which their abilities to dialogue and to make themselves understood are impaired. Requiring visual and/or gestural graphic resources that complement or replace compromised or absent oral language. Alternative communication has, above all, the need for competent and proactive interlocutors with attitudinal accessibility (regarding the perception of the other and free from prejudices, stigmas, stereotypes and discrimination) so that there is a real interest in the communicative development of the person who does not have functional speech, going much further, therefore, of the only recursive approach in relation to its users. Autism Spectrum Disorder (ASD), according to the DSM-V, is a neurodevelopmental condition that is characterized by socio-communicative impairments and the presence of repetitive and stereotyped behaviors. The new definition emphasizes the correlation between deficits in social skills and communication deficits. The present study identify how the interactions between a non-verbal student with ASD and his teachers occurred in the school and verify if the offer of his AAC resource, with direct instructions to both, regent and support teachers, could contribute to the advancement of participation in the school context.The type AB study took place in an elementary school in the city of Ribeirão Preto - SP. Participants in the Baseline and Intervention were: a 10-year-old student with ASD and user of the Alternative Communication Program PECS-Adapted, at the beginning of phase 4 in this program. And his four teachers from regular school. The frequencies of student/teacher communicative interactions were collected during 21 minutes of daily observations during regular classes of the participating teachers with the participating student present. The communicative interactions that occurred without the Alternative Communication resource were observed and, from the fifth observation session, the student's Alternative Communication resource was inserted. The resource used in the intervention followed Incidental Teaching strategies to take advantage of natural communicative situations during the observed contexts and that provided direct engagement of the student and the participating teachers with the CAA. It was desired with this, to provide a strategy of Continuing Education to teachers on the benefits of AAC. The results showed a decrease in conduct disorders associated with the student and positive behavioral changes by teachers as interlocutors after the intervention with Alternative Communication. Thus, the study can contribute as an account of strategies that can strengthen the performance of teachers involved in the schooling of students with ASD and enrich the inclusive experience in this context.
Degradação aeróbia e anaeróbia de lixiviados de macrófitas aquáticas em função da temperatura
(Universidade Federal de São Carlos, 2021-10-18) Silva, Roberta Mafra Freitas da; Bianchini Júnior, Irineu; https://lattes.cnpq.br/0659731944736389; https://lattes.cnpq.br/8913921009282499
Aquatic macrophytes are extremely important organisms for the maintenance of aquatic ecosystems. Among the functions performed by aquatic plants is the cycling of carbon, nitrogen and phosphorus. These elements are released into the environment mainly during the mineralization of aquatic macrophytes. The form most available and readily assimilated by microbial communities is the dissolved fraction). The objectives of the current study were to analyze the effects of temperature increase (4 ° C) on dissolved oxygen consumption and carbon decay of leachates from aquatic macrophytes Myriophyllum aquaticum, Hedychium coronarium, Salvinia auriculata and Chara sp. the effect of temperature increase and dissolved oxygen availability (comparing anaerobic and aerobic systems) on the following parameters: organic carbon, total nitrogen, total phosphorus, total polyphenols, peroxidase and polyphenol oxidase enzyme activity, E4/E6 (for determination of the quality of organic matter), secondary production, pH and conductivity. First-order kinetic models were used, using a non-linear method to determine the maximum consumption of dissolved oxygen and carbon decay over 90 days. The results demonstrate that the increase in temperature potentialized the consumption of dissolved oxygen, but the same did not occur for carbon and nitrogen mineralization. Carbon decay and secondary propagation propagation difference for dissolved oxygen availability (p < 0.05). However, temperature had no influence on this parameter (p> 0.05). For both bioassays, the leachate types dissipated difference (p < 0.05). Dissipated oxygen availability and dissipated temperature for parameters total nitrogen, total phosphorus, peroxidase and polyphenol oxidase enzyme activities, total polyphenols and E4/E6 ratio.