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Journal articles on the topic 'Psychopedagogue'
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García-Fuentes de la Fuente, Carmen Delia, Olga Rodríguez Rodríguez, and Sonia Rodríguez Fernández. "Características competenciales del psicopedagogo. Una aproximación desde la Comunidad Autónoma de Galicia." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 1 (2014): 99. http://dx.doi.org/10.5944/reop.vol.17.num.1.2006.11341.
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RESUMENEn este trabajo se presenta una revisión sobre aspectos teóricos del ámbito de las competencias profesionales y una reflexión sobre las características competenciales del/la psicopedagogo/a. Se concluye el trabajo con una aplicación práctica en una muestra de la Comunidad Autónoma de Galicia.ABSTRACTThis article shows a revision about the theoretical aspects in the area of professional competencies and a discussion about the competence features of the psychopedagogue. The work ends with a practical application in a sample of the Galician Autonomous Community.
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Martínez Figueira, Mª Esther. "¿Qué saben los tutores del practicum de psicopedagogía sobre la acción tutorial?" REOP - Revista Española de Orientación y Psicopedagogía 19, no. 1 (2014): 73. http://dx.doi.org/10.5944/reop.vol.19.num.1.2008.11409.
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RESUMENSe lleva bastante tiempo devanando el ovillo de la contribución de las prácticas pre-profesionales a la formación de los psicopedagogos y, particularmente, del papel que ejercen los tutores en dicha formación. Por esta razón, se ha realizado un estudio cualitativo con el que se pretende analizar la acción tutorial que desempeñan los tutores del practicum de Psicopedagogía. El análisis de contenido de las entrevistas realizadas desvela el desconocimiento generalizado del que participan los tutores ante un papel no aprendido.ABSTRACTThe contribution of the pre-professional practical training to the qualification of the psychopedagogues (guidance counsellors), and more specifically the role of the tutors within such training, has been a conern for a long time. This is the reason why a qualitative study has been undertaken in order to try to analyze the tutorial action carried out by the practicum tutors of Psychopedagogy. The content of the interviews has been analyzed showing a generalized lack of knowledge towards a non-learned role which is shared by the tutors.
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Martland, James R. "Psychopedagogy Shows the Way." Journal of Education for Teaching 19, no. 4 (1993): 163–81. http://dx.doi.org/10.1080/0260747930190415.
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Espinoza Vásquez, Rodrigo Alberto, and Emilio Alberto Ortiz Torres. "Estudio comparado del desarrollo histórico de la Psicopedagogía en Cuba y Chile." Revista Española de Educación Comparada, no. 32 (December 29, 2018): 33. http://dx.doi.org/10.5944/reec.32.2018.22410.
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Psychopedagogy is an interdisciplinary science with great growth in Latin American countries, but there are few studies that address its historical evolution, according to its peculiarities. The objective of this article was to carry out a comparative study of the historical development of the Psychopedagogy between Chile and Cuba, two Latin American nations that share a peculiar past and presentto determinate coincidences and differences. The historical background, institutionalization and national contributions wereselected as indicators, which allowed showing the similarities and differences according to the historical, economic, cultural and political development peculiar to each country, with a previous evolution of Psychology and Pedagogy. , as basal sciences, from the influences of foreign conceptions deeply rooted in the educational field, but with a creative, contextualized and successful work of professionals in Psychopedagogy, adapting them to the historical needs of each country and achieving the solution of educational problems and at the same time enrich this science. Psychopedagogy has a certain maturity as an interdisciplinary science in full development in the current conditions of Cuba and Chile.
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Poliakov, Sergey D. "Psychopedagogy: Formation and Problematization of the Case Study." Volga Region Pedagogical Search 27, no. 1 (2019): 20–30. http://dx.doi.org/10.33065/2307-1052-2019-1-27-20-30.
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Jagieła, Jarosław. "Psychopedagogy of the unconscious and insight (part 1)." Edukacyjna Analiza Transakcyjna 5 (2016): 215–42. http://dx.doi.org/10.16926/eat.2016.05.14.
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Sultanova, I. "Three-component taxonomy of Abdul Alizada in Azerbaijan psychopedagogy." Pedagogy and Psychology 45, no. 4 (2020): 248–54. http://dx.doi.org/10.51889/2020-4.2077-6861.30.
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The article examines the concept of Alizade’s three-component taxonomy, which is the psychological basis of the national educational program in Azerbaijan. It is noted that the taxonomy of learning goals has been studied by various scientists as an object of research since the 1930s, conceptual models have been created that reflect the structure of cognitive processes and intelligence. A.Alizade was the first to create a three-component taxonomy based on the principles of modern education theory. There are two variants of Alizade’s taxonomy. In the first version (1998), taxa are analyzed in the context of the Education –Development – Education trilogy with conceptual dimensions of modern education theory. In the second version (2007) of the trilogy the following: «Education – Development Culture». «Three-component taxonomy» by professor A.Alizade is the scientific and psychological basis of the document «Concept of general education (National Curriculum) in the Republic of Azerbaijan». Research conducted confirms the need for educational taxonomies to set the right educational goals so that students can formulate objectives correctly, select adequate assessment tools, and conduct accurate analysis based on learning In our opinion, in the current context of education reform in our country, there is a need for a broader study of the philosophical, psychological and pedagogical issues of the concept of taxonomy of learning objectives.
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Moreu, Ángel C., and Rafael Bisquerra. "Los orígenes de la psicopedagogía: El concepto y el término." REOP - Revista Española de Orientación y Psicopedagogía 13, no. 1 (2014): 17. http://dx.doi.org/10.5944/reop.vol.13.num.1.2002.11583.
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RESUMENEl artículo contiene los resultados de una indagación centrada en las primeras décadas del siglo XX, orientada a descubrir dónde, cuándo y en referencia a qué aparece el término "psicopedagogía" y sus derivados ("psicopedagógico/a", "psicopedagogo/a"). La investigación queda enmarcada en los procesos que dieron lugar a la fundación de la orientación profesional, psicología experimental, la pedagogía científica y la psiquiatría infantil. Unos procesos que diseñaron, más o menos explícitamente, el nuevo entorno de la psicopedagogía en el marco más general del movimiento paidológico o del child study predominante en el período.ABSTRACTThis article includes the results of a research focused on the first decades of the XXth. century, directed to clarify when, where and in reference to what the term "psychopedagogy" and his derivatives has appeared. The research is framed in the processes which led to the foundation of vocational guidance, experimental psychology, scientific pedagogy and child psychiatry. These processes contributed to design, more or less explicitly, the new context of psychopedagogy in the more general frame of the paidological mouvement or the child study mouvement, who were of the utmost importance at this time.
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Kornas-Biela, Dorota. "Chiara Lubich’s “Resurrection of Rome”. Reflections in Light of Special Psychopedagogy." Paedagogia Christiana 43, no. 1 (2019): 123. http://dx.doi.org/10.12775/pch.2019.005.
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Villella, José, and Victoria Güerci. "Ayudar a aprender matemática sin enseñar: la construcción del conocimiento didáctico matemático en profesionales de la psicopedagogía." revistamultidisciplinar.com 3, no. 1 (2021): 5–15. http://dx.doi.org/10.23882/di2153.
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In this article we share the basics, planning and example of a professional training course for psychopedagogy professionals in Argentina. We characterize the proposal as a mathematical workspace (Kusniak, 2011), energized by an instrumental orchestration process (Trouche, 2018) where participating professionals can build specialized knowledge (Carrillo et. al, 2013). We promote a critical and democratic reflection on the teaching and learning of mathematics (Skovsmose, 1999) and the construction of mathematical didactic knowledge in those who do not have the function of teaching this discipline in school.
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Chassot Benincasa (UFRGS), Dndª Melina, Dr Claudio Roberto Baptista (UFRGS), and Drª Fabiane Romano de Souza Bridi (UFRGS). "OS ALUNOS DA EDUCAÇÃO ESPECIAL E A PASSAGEM DA EDUCAÇÃO INFANTIL AO ENSINO FUNDAMENTAL." Poiésis - Revista do Programa de Pós-Graduação em Educação 6, no. 10 (2012): 423. http://dx.doi.org/10.19177/prppge.v6e102012423-447.
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This article discusses the movements and the singularities that characterize the passage from the childhood education to elementary school students target of Special Education. The ethnographic qualitative research has been developed in the specialized attendance service context – early stimulation and initial psychopedagogy – at the Municipal Education Network of Porto Alegre/RS. Interviews were conducted with 14 teachers from the referred service. Systemic thinking provided the analytical lens for understanding the phenomenon in question. It was possible to observe the tensions in this transition, manifested in positioning teachers dissonances. Also, we highlight that this passage does not occur for all children, despite the investments from Municipal Education Network to qualify this process.
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Souza, Ismelinda Maria Diniz Mendes, Helena Borges Martins da Silva Paro, Rogerio Rizo Morales, Rogerio de Melo Costa Pinto, and Carlos Henrique Martins da Silva. "Health-related quality of life and depressive symptoms in undergraduate nursing students." Revista Latino-Americana de Enfermagem 20, no. 4 (2012): 736–43. http://dx.doi.org/10.1590/s0104-11692012000400014.
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This is a descriptive, cross-sectional study aimed at investigating the health-related quality of life (HRQoL) of nursing students and its relationship with year of training, sociodemographic variables and the intensity of depressive symptoms. A convenience sample of 256 students, out of 353 eligible (72%), responded to the Medical Outcomes Study - The 36 Item Short-Form Health Survey (SF-36) and the Beck Depression Inventory (BDI) (self-administered). Final-year students, females and students with a higher intensity of depressive symptoms presented lower SF-36 scores in the physical functioning, vitality and social functioning domains. Institutional psychopedagogic support programs may minimize this negative impact on the HRQoL and encourage better professional performance of students in higher vulnerability situations.
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Bisquerra-Alzina, Rafael, and Gemma Filella-Guiu. "Guidance and mass-media." Comunicar 10, no. 20 (2003): 15–20. http://dx.doi.org/10.3916/c20-2003-03.
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This paper introduce a wide framework of psychopedagogic guidance in which we can distinguish models, areas, contexts and agents. We also analyse the contributions and applications of the media and the new technologies in the service of guidance. In that El artículo presenta un marco amplio de la orientación psicopedagógica en el que se pueden distinguir los diferentes modelos, áreas, contextos y agentes. El trabajo hace un recorrido por las contribuciones y los usos de los medios de comunicación y de las nuevas tecnologías al servicio de la orientación. En este sentido, se ofrece un listado de recursos existente en la Red referidos a la información académica y profesional que cualquier interesado del tema puede acceder.
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Cubo, Sixto, and Manuel Montanero. "Propuesta de una estructura tridimensional para el diseño del Practicum de Psicopedagogía." REOP - Revista Española de Orientación y Psicopedagogía 11, no. 19 (2014): 121. http://dx.doi.org/10.5944/reop.vol.11.num.19.2000.11327.
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RESUMENEl plan de estudios de la Titulación de Psicopedagogía contempla el Practicum como una materia de extraordinaria importancia. Tiene como objetivo fundamental desarrollar espacios empíricos en los que el alumnado pueda adquirir y desarrollar habilidades y competencias relacionadas con la intervención psicopedagógica. Presentamos en este artículo una propuesta de estructura tridimensional para el Practicum de Psicopedagogía basada en tres ejes vertebradores de la actividad del alumno: el contexto de desarrollo de la actividad práctica (educativo-institucional, sociocomunitario y organizacional), las áreas temáticas (procesos de enseñanza-aprendizaje, orientación y prevención y desarrollo) y las modalidades metodológicas para su diseño y desarrollo (valoración de programas, investigación-acción e investigación experimental, cuasiexperimental u observacional). Presentamos también, finalmente, algunas ideas relacionadas con el proceso de toma de decisiones del alumno en cuanto a cuál debe ser su Practicum, y un anexo que recoge algunas sugerencias relacionadas con los contenidos temáticos del Practicum de Psicopedagogía.ABSTRACTThe syllabus of the degree of Psychopedagogy has the Practicum as a subject of great importance. It has as a main objective the development of empirical spaces where the students can acquire and develop skills and competences related to the psychopedagogical intervention. We present in this article a ideas of the student´s activity: the context of development of the practical activity (educational-institutional, sociocommunitary and organizational), the thematic areas (teaching-learning processes, guidance and prevention and development) and the methodological modalities for its design and development (programme evaluation, research-action and experimental research, quasiexperimental and observational). Finally,we also present some ideas related to the process of making decisions by the student regarding his/her Practicum, and an annex that gathers some suggestions related to the thematic contents of the Practicum of Psychopedagogy.
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Vercellino, Soledad, Nora Liliana Tarruella, Romina Alejandra Van den Heuvel, et al. "Escuela y alumnado: (Des)encuentros en la relación con el saber." Revista Electrónica Educare 21, no. 3 (2017): 1. http://dx.doi.org/10.15359/ree.21-3.10.
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The following article presents some preliminary results of a study conducted under the research project “The constitution of the relation with knowledge in students of the last cycle of primary education and the first one of secondary level” (National University of Comahue, Department of Psychopedagogy, 2015), implemented by the Department of Psychopedagogy at the Regional Center Atlantic Area, National University of Comahue, Argentina. In continuity with studies of human sciences that address the relation with knowledge of the subjects, and following Charlot’s (2008) theoretical contributions, this study aimed to analyze the secondary processes of establishing the relation of students with knowledge, focusing on students who culminate the primary education and start secondary level in public schools in Rio Negro Province. Identifying and problematizing specifically the meanings these students give to school knowledge, and more generally, to school and their past and future trajectories in it. The research methodology was qualitative, hermeneutical and interpretative. We implemented a psycho-pedagogical accompanying workshop; it consisted in various meetings carried out during school hours, each one organized around a particular problem and linked to a production activity- sought, to recover the students’ discourse. On the basis of written, oral, graphic and dramatic productions, we researched the objects of knowledge, the activities the students mastered, and the relational forms acquired. As a result, we found that students reported different figures of learning (Charlot, 2008),giving special relevance to the ways of relating. In turn, from school, the apprehension of knowledge is emphasized but as knowledge-relational object. Regarding the know-writing, writing follows different rules to those proposed at school that we might call standard. Finally, when you refer to the places where they learn, even though they mention different spaces to school and family, these two spaces continue to be privileged sites and institutions for learning.
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유승연 and Leesukhee. "A Study on the Psychopedagogy Program Approach for Preservice Teacher in Early Childhood Teacher Education." Journal of Ethics 1, no. 79 (2010): 323–52. http://dx.doi.org/10.15801/je.1.79.201012.323.
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Nahime, Jaqueline Gonçalves da Silva, Fernanda Macedo Oliveira, Bacus de Oliveira Nahime, Idalci Cruvinel dos Reis, Geusiene Jeronima de Jesus, and Glauciene Alves Luz. "A IMPORTÂNCIA DA PSICOPEDAGOGIA NO AMBIENTE ESCOLAR / THE IMPORTANCE OF PSYCHOPEDAGOGY IN THE SCHOOL ENVIRONMENT." Brazilian Journal of Development 6, no. 12 (2020): 101162–68. http://dx.doi.org/10.34117/bjdv6n12-564.
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Nahime, Jaqueline Gonçalves da Silva, Fernanda Macedo Oliveira, Bacus de Oliveira Nahime, Idalci Cruvinel dos Reis, Geusiene Jeronima de Jesus, and Glauciene Alves Luz. "A IMPORTÂNCIA DA PSICOPEDAGOGIA NO AMBIENTE ESCOLAR/THE IMPORTANCE OF PSYCHOPEDAGOGY IN THE SCHOOL ENVIRONMENT." Brazilian Journal of Development 6, no. 12 (2020): 101393–99. http://dx.doi.org/10.34117/bjdv6n12-583.
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Galvão, Elaine Rodrigues, and Léa Barbosa de Sousa. "Contribuições Psicopedagógicas e a Intervenção Com Idosos / Psychopedagogy and its Contributions and Intervention with Elderly." ID on line REVISTA DE PSICOLOGIA 14, no. 51 (2020): 727–44. http://dx.doi.org/10.14295/idonline.v14i51.2631.
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Este artigo tem por objetivo evidenciar a relevância das contribuições psicopedagógicas na intervenção com idosos, bem como salientar sobre os benefícios da estimulação cognitiva para esses sujeitos. Considerando o extenso contingente de idosos nos últimos anos, torna-se imperativo o investimento em estudos e pesquisas que tenham como propósito investigar substancialmente o processo de envelhecimento e os métodos utilizados com a finalidade de minimizar os declínios cognitivos que afetam este público. A Psicopedagogia é um campo de conhecimento estruturado e configura-se a respeito dos métodos e processos de aprendizagem humana. Segue a perspectiva de que o homem é um ser dinâmico em constante evolução e desenvolvimento, interagindo de maneira participativa com aspectos físicos, sociais, emocionais e intelectuais. É uma área multidisciplinar direcionada a educação e a aprendizagem de todas as idades. Inicialmente este artigo dedica-se a intervenção psicopedagógica e sua contribuição no envelhecimento saudável. Posteriormente ressalta os benefícios da estimulação cognitiva através da ludicidade. Finalmente, apresenta a atuação do psicopedagogo no desenvolvimento cognitivo da pessoa na terceira idade, onde este profissional é visto como um intercessor entre a pessoa idosa e os processos de reestruturação e restauração do conhecimento, participando ativamente do progresso de superação das dificuldades descobertas, bem como dos momentos de interação, devendo estar atento e capacitado para a atuação reflexiva, bem como efetivar as práticas psicopedagógicas direcionadas ao idoso de forma coerente e precisa, visando sempre sua evolução e desempenho.
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Barrachina, Llorenç Andreu, Rosa M. Mayordomo Saiz, Anna Espasa Roca, and Gillermo Bautista Pérez. "El uso del campus virtual en el practicum de psicopedagogía: un enfoque constructivista y sociocultural." REDU. Revista de Docencia Universitaria 9, no. 3 (2011): 199. http://dx.doi.org/10.4995/redu.2011.6162.
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<p><em>En &eacute;ste trabajo se presenta la organizaci&oacute;n y seguimiento del pr&aacute;cticum en el marco de una universidad virtual. Desde una visi&oacute;n constructivista y sociocultural de la ense&ntilde;anza, del aprendizaje y de la evaluaci&oacute;n, la propuesta plantea un modelo de pr&aacute;cticum de la licenciatura de 2&ordm; ciclo de Psicopedagog&iacute;a,&nbsp; que conjuga &nbsp;la tutorizaci&oacute;n y el seguimiento del trabajo de los estudiantes en el centro de pr&aacute;cticas simult&aacute;neamente con un trabajo de reflexi&oacute;n sobre la pr&aacute;ctica que se lleva a cabo en el aula del campus virtual. La aplicaci&oacute;n de esta metodolog&iacute;a aporta muchos beneficios formativos para los estudiantes puesto que garantiza la adquisici&oacute;n de destrezas propias de la intervenci&oacute;n psicopedag&oacute;gica en un contexto determinado conjuntamente con la reflexi&oacute;n sobre los contextos, finalidades y objetivos de la intervenci&oacute;n psicopedag&oacute;gica. Las repercusiones, ventajas e inconvenientes de &eacute;ste modelo de pr&aacute;cticum se analizan teniendo en cuenta tambi&eacute;n las directrices del Espacio Europeo de Educaci&oacute;n Superior.</em></p><p><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES"><strong><em>Using the virtual campus in the practicum of psychopedagogy: a socio-cultural and constructivist approach.</em></strong></p> <p><em>The Practicum&nbsp; (post-graduate teacher education) is an area critical to the formation of a student to finish college.In the new framework of European Higher Education Area(EHEA),classroom practices have become even more important for the development of the skills required for a particular professional profile. In this paper we present the organization and monitoring of the Practicum as part of a virtual university. From a constructivist and socio-cultural teaching, learning and assessment, the proposal presents a model of practicum of the degree of 2nd cycle of psychopedagogy, which combines mentoring and monitoring the work of students in the training center work simultaneously with a reflection on practice which takes place in the classroom of the virtual campus. The results are analyzed from the satisfaction questionnaire administered to students at the end of each semester, which assesses four areas: overall satisfaction, teaching activities, resources and assessment of learning. The application of this methodology has many benefits for students training as skill acquisition warrants intervention own psychology in context togetherwith reflection on the contexts, purposes and objectives of the psychopedagogy intervention. The implications, advantages and disadvantages of this model of practicum are discussed taking into account the guidelines of the European Higher Education Area.</em></p>
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Mendoza-Mera, Jean Telmo, Eugenia Narcisa Arroyo-Carrera, María Valentina Loor-Santos, and Mónica Elizabeth Solorzano-Zambrano. "Asesoramiento psicopedagógico en el proceso de lectoescritura por estudiantes de educación general básica superior." Revista Arbitrada Interdisciplinaria Koinonía 5, no. 1 (2020): 815. http://dx.doi.org/10.35381/r.k.v5i1.869.
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The objective of the research was to analyze the importance of psychopedagogical counseling in the literacy process by students of higher general basic education in Ecuador, through a documentary review with bibliographic design of research works related to psychopedagogy and learning problems through literacy, located in peer-reviewed journals and indexed in databases recognized for good editorial practice. Six central indicators are configured to promote psycho-pedagogical strategies in order to promote an effective process of literacy in students of general basic education, which generates a multidisciplinary articulation, therefore, neuroscience must be addressed as a promoter approach to an education where they are addressed neural and affective networks in order to stimulate cognition, through the effective use of ICT in order to promote research and reflection as a fundamental axis of learning.
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UszyNska, Janina. "Artistic and Verbal Creative Capacity of 6‐year‐old Children and their Psychopedagogic and Social Conditioning." International Journal of Early Years Education 6, no. 2 (1998): 133–41. http://dx.doi.org/10.1080/0966976980060201.
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Jagieła, Jarosław. "Psychopedagogy of learning and Behaviour, or about Connections between Behaviourism and Educational Transactional Analysis (Part 2)." Edukacyjna Analiza Transakcyjna 6 (2017): 277–311. http://dx.doi.org/10.16926/eat.2017.06.17.
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Jagieła, Jarosław. "Psychopedagogy of cognition and thinking: on the links between cognitive concepts and educational transactional analysis (part 3)." Edukacyjna Analiza Transakcyjna 7 (2018): 163–91. http://dx.doi.org/10.16926/eat.2018.07.10.
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Lizarraga, María Luisa Sanz de Acedo, and Mª Dolores Iriarte Iriarte. "Enhancement of Cognitive Functioning and Self-Regulation of Learning in Adolescents." Spanish Journal of Psychology 4, no. 1 (2001): 55–64. http://dx.doi.org/10.1017/s1138741600005655.
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This study assessed the effects of the administration of a package of activities, known asPortfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (allp< .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (allp< .01).
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Moreno-Crespo, Pilar, Celia Corchuelo-Fernández, Aránzazu Cejudo-Cortés, and Coral I. Hunt-Gómez. "Innovative education at postgraduate level: Flipped classroom." SHS Web of Conferences 66 (2019): 01033. http://dx.doi.org/10.1051/shsconf/20196601033.
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The educative innovation presented was developed at the Official University Master of Psychopedagogy at the University of Seville, Spain. An approximation to the Flipped Classroom methodology was carried out. Postgrad students are not normally exposed to this methodology, and therefore, they were not familiarised with it. To implement it, firstly, the class was divided into groups and, from a selection of the curricular contents of the subject; each group was assigned a particular topic. Each group had to prepare a presentation in which three tasks were to be fulfilled: the creation of an explanatory video to be projected during a presentation session with the aim of illustrating the theoretical contents, a reinforcement activity to enhance meaningful learning and an assessment of the presentation made. At the end of the study, the subjects received a questionnaire to analyse their degree of satisfaction according to the methodology. Results showed that the methodology was perceived as satisfactory or very satisfactory by most of the participants.
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Jagieła, Jarosław. "Psychopedagogy of self-fulfilment and autonomy: on the links between humanistic concepts and educational transactional analysis (part 4)." Edukacyjna Analiza Transakcyjna 8 (2019): 167–94. http://dx.doi.org/10.16926/eat.2019.07.11.
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Rebelo, T. "Concrete facts to poetry, a subjective voyage: A presentation of an adolescent with severe learning disabilities in psychopedagogy." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (2012): S21. http://dx.doi.org/10.1016/j.neurenf.2012.05.045.
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Herrera Torres, Lucía, Rafael Enrique Buitrago Bonilla, and Aida Karina Ávila Moreno. "Empatía en futuros docentes de la Universidad Pedagógica y Tecnológica de Colombia." Journal of New Approaches in Educational Research 6, no. 1 (2016): 30–37. http://dx.doi.org/10.7821/naer.2016.1.136.
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<p class="AbstractText">This study analyzes cognitive and emotional empathy in students who started their training at the Education Science Faculty of the Pedagogical and Technological University of Colombia. The sample was formed by 317 students enrolled in the study programs of Preschool, Plastic Arts, Natural Sciences, Physical Education, Philosophy, Computer Science, Foreign Languages, Mathematics, Music, Psychopedagogy, and Social Sciences. The Cognitive and Affective Empathy Scale (TECA for its Spanish initials) was used to collect data. Both the reliability of TECA and its construct validity were determined for this sample. Participants obtained better results in the cognitive dimension, the highest scores additionally corresponding to the emotional understanding scale. As far as gender is concerned, women outperformed men in their scores, especially in the two affective dimension scales. Differences also appeared according to age, scores growing as age increased. With regard to the training program in which students were enrolled, significant contrasts were identified in perspective adoption and empathic stress. Finally, a suggestion is made about the need for teacher training curricula to envisage empathy development for the purpose of strengthening the emotional skills of future lecturers.</p>
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Jagieła, Jarosław. "Psychopedagogy of integration and authenticity: on the relationship between Gestalt therapy and Gestalt pedagogy and educational transactional analysis (part 5)." Edukacyjna Analiza Transakcyjna 9 (2020): 111–27. http://dx.doi.org/10.16926/eat.2020.09.08.
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Lagger, Grégoire, Jorge Cesar Correia, Peter Fernandes, Frédéric Sittarame, and Alain Golay. "A 5-dimension patient education program targeting type 2 diabetes remission." Education Thérapeutique du Patient - Therapeutic Patient Education 10, no. 2 (2018): 20206. http://dx.doi.org/10.1051/tpe/2018018.
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Introduction: Type 2 diabetes (T2D) reversal has been demonstrated in patients undergoing bariatric surgery or low caloric diets. Objective: To investigate the effects of therapeutic patient education alone on T2D reversal in early diagnosed patients. Methods: Seventeen T2D patients underwent a one-week therapeutic education program, followed by 12 months of 1 hour sessions every month, targeting diabetes reversal. This reversal was determined using the DiaRem score which integrates glycated hemoglobin levels and antidiabetic drug treatment. Patient’s conceptions, perceptions and motivation were assessed using a 5-dimensional psychopedagogic score. Results: After 1 year, the mean HbA1C fell from 7.2% (± 1.9) to 6.2% (± 0.8) (p < 0.05), antidiabetic drug doses decreased by 25% (p < 0.05), and the DiaRem score increased by 15% (p < 0.01), indicating a reversal of the disease, not correlated to weight loss. At the end of the study, 15 out of 17 patients had excellent glycemic control (HbA1C < 7.0%) and 4 patients had parameters compatible with partial diabetes remission. A significant improvement in glycemic control coupled with a lowering of antidiabetic drug treatment was observed. Conclusions: Following an initial therapeutic education program and regular consultation sessions thereafter, early diagnosed patients may reverse their type 2 diabetes.
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Silva, Aretha Belize Mendes da, and Andréa Alessandra Da Rocha Lédo. "A Abordagem Reggio Emilia e suas Contribuições para a Psicopedagogia Clínica / The Reggio Emilia Approach and its Contributions to Clinical Psychopedagogy." ID on line REVISTA DE PSICOLOGIA 14, no. 50 (2020): 1239–54. http://dx.doi.org/10.14295/idonline.v14i50.2532.
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O presente artigo propõe uma reflexão teórica e exploratória sobre como a abordagem Reggio Emillia, presente nas escolas da Itália, pode trazer impactos positivos na prática dos psicopedagogos durante a fase das intervenções clinícas. Utilizou-se como metodologia a pesquisa bibliográfica para reunir informações sobre a psicopedagogia e sua atuação assim como o surgimento de Reggio e sua ascensão como a melhor educação infantil do mundo. Constatou-se através dos dados obtidos, que a pedagogia da escuta utilizada por Reggio desenvolve a motivação, intermedia relações interpessoais e estimula o prazer em aprender nos cérebros aprendentes. Concluiu-se que essa abordagem surge para preencher lacunas deixadas pelas antigas teorias psicopedagógicas, pois contempla a necessidade de cada indivíduo, personalizando o ensino e respeitando a diversidade de valores, culturas e opiniões.
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Almeida, Leandro M., Diego P. da Silva, Daieny P. Theodório, et al. "ALTRIRAS: A Computer Game for Training Children with Autism Spectrum Disorder in the Recognition of Basic Emotions." International Journal of Computer Games Technology 2019 (May 2, 2019): 1–16. http://dx.doi.org/10.1155/2019/4384896.
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This paper presents a computer game developed to assist children with Autism Spectrum Disorder (ASD) to recognize facial expressions associated with the four basic emotions: joy, sadness, anger, and surprise. This game named ALTRIRAS is a role-playing game (RPG), a kind of game pointed out by the literature as the most suitable for these children for being more social than competitive. It has recreational settings built with 2D graphic interface to keep the children’s attention and an access control and a register mechanism to allow the monitoring of the child’s progress. The data collection of the functional, nonfunctional, psychological, and educational requirements, as well as the evaluation of its consistency and usability, was made by a multidisciplinary team consisting of five experts in each of the following expertises: pedagogy, psychology, psychopedagogy, and game development. The effectiveness test of the game was performed by 10 children with ASD and 28 children with neurotypical development, which were separated into control and experimental groups, respectively. All experts and children with neurotypical development answered the System Usability Scale (SUS) questionnaire after playing the game. The results were positive, between experts and volunteers regarding their acceptance. However, the time of exposure to the game in children with ASD should be increased to effective assistance in the recognition of facial expressions.
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Sousa, Léa Barbosa de, and Ingrid Soraya De Oliveira Sá. "A Psicopedagogia e a inclusão de alunos com deficiência no Ensino Superior / Psychopedagogy and the inclusion of students with disabilities in higher education." ID on line REVISTA DE PSICOLOGIA 13, no. 47 (2019): 1220–35. http://dx.doi.org/10.14295/idonline.v13i47.2129.
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Este ensaio, baseado em obras de diversos autores e em documentos do Ministério da Educação (MEC), se propõe a discutir a inclusão de pessoas com deficiência no Ensino Superior, a Psicopedagogia e a aprendizagem humana. Percebe-se, na última década, que a inclusão de pessoas com deficiência no Ensino Superior no Brasil teve um aumento significativo. A educação é o caminho para uma pessoa evoluir e, promover acessibilidade e respeitar a diversidade humana é dar oportunidades a todos. A Psicopedagogia em nosso tempo vem proporcionando novas possibilidades para que a universidade abra as portas para a inclusão. Historicamente, sabe-se que a Psicopedagogia surgiu na França com várias tentativas de solucionar as dificuldades de aprendizagem e do comportamento. Hoje em dia, com um trabalho desenvolvido nas instituições de ensino, empresas e hospitais, a Psicopedagogia vem alicerçando sua prática na prevenção e assessoramento a professores na comunidade escolar e universitária. A primeira parte deste artigo se dedica à psicopedagogia e à aprendizagem. Em seguida detém-se sobre as Leis e a inclusão de pessoas com deficiência no Ensino Superior. Por fim, descreve-se sobre o programa de inclusão no Ensino Superior no Brasil, onde a universidade é um espaço de construção do conhecimento não só para o estudante, mas para todos nela envolvidos. Na universidade, o acompanhamento psicopedagógico tem como foco a prevenção das dificuldades de aprendizagem. Incluir o estudante com deficiência no Ensino Superior é acreditar no potencial que ele tem para aprender. Incluir é educar.
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Yashchuk, Sergiy. "Organizing the Education Process in France: The Experience of Regional Institute of Social Work Aquitaine, Bordeaux." Comparative Professional Pedagogy 9, no. 1 (2019): 81–87. http://dx.doi.org/10.2478/rpp-2019-0010.
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AbstractThe article analyzes the stages of organizing the education process in social schools in France based on the example of Regional Institute of Social Work Aquitaine, Bordeaux. It is found that the Institute pays specific attention to the basic courses: professionalization and methodology; social and solidarity economy; professional approach to service; social connections and exclusion; legal approaches; project development and management; sociology of education; human development; psychopedagogy of animation project; family law; social protection and social security; research methodology; legal approach to information management for the EU countries; humour and pedagogy; oral communication and education; anthropology of education; education and philosophy, the views on the education process: family education; mental disability: history and current events; self-study and lifelong learning; psychology of education: theoretical principles, methods, educational and social practices. It is clarified that the main characteristic of social careers in France, regardless of specialization, is the ability to provide permissive and appropriate mediation between the individual, family and society, state and social structures; to act as a partner, linking the personality and society, children and adults, family and society. It is justified that there is no distinction between “social worker” and “social educator” in France. French specialists consider social work to be “personal support services for people”, which is based on certain sciences (law, psychology, sociology) and accumulated experience of practical sociopsychological, health-improving, rehabilitational and therapeutic support of the individual.
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Cherednik, Anna. "Pedagogical conditions of preparation of future rehabilitation specialists to work in conditions of inclusive students 'training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 255–61. http://dx.doi.org/10.33310/2518-7813-2019-66-3-255-261.
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The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.
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Corujo-Vélez, Carmen, Raquel Barragán-Sánchez, Carlos Hervás-Gómez, and Antonio Palacios-Rodríguez. "Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog." Education Sciences 11, no. 8 (2021): 390. http://dx.doi.org/10.3390/educsci11080390.
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The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.
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España-Chavarría, Carolina. "LA EVALUACIÓN COMO PROCESO DE ENSEÑANZA EN UN POSGRADO VIRTUAL, CASO DE LA MAESTRÍA EN PSICOPEDAGOGÍA. THE EVALUATION AS THE PROCESS OF TEACHING IN A VIRTUAL POSTGRADE, THE CASE OF THE MASTER OF PSYCHOPEDAGOGY." Revista Electrónica Calidad en la Educación Superior 5, no. 2 (2014): 120–42. http://dx.doi.org/10.22458/caes.v5i2.686.
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El objetivo es socializar las experiencias en evaluación promovidas en el Seminario sobre el uso de innovaciones ante los actuales paradigmas de la educación (Maestría en Psicopedagogía). Los dispositivos didácticos diseñados fueron: a) el foro, b) el diario reflexivo, c) los estudios de caso y d) el ensayo. Las consignas de trabajo se constituyeron en las guías para cada una de las actividades. Las rúbricas de evaluación planteadas atendieron al objetivo general del seminario: Analizar diversos temas educativos a la luz de su componente de innovación para potenciar el saber teórico-práctico de la función pedagógica. Entre los hallazgos más significativos está el concebir la tarea docente como aliada de un proceso de evaluación que apoye, guíe y nutra la travesía de formación y maduración del estudiantado. Palabras clave: evaluación, aprendizaje y proceso de formación. AbstractThe goal is to socialize the experiences in evaluation that took place in the Seminary about the use of innovations in the current paradigms of education (Master's degree in Psychopedagogy). The didactic devices designed were: a) the forum, b) reflective journal, c) case studies and d) reflective papers. The work instructions constituted the guidelines for each of the activities. The assessment rubrics attended the overall objective of the seminar: analyzing various educational topics in the light of its component of innovation to enhance the theoretical and practical knowledge of pedagogical function. Among the most significant findings is to conceive the teaching duty as ally in the evaluation process due to the fact that it supports guides and nurtures the learning and maturation journey students face.Key words: assessment, learning and training process.
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Poveda, David. "La psicopedagogía como disciplina: una perspectiva contextualista y de ciclo vital." REOP - Revista Española de Orientación y Psicopedagogía 14, no. 2 (2014): 105. http://dx.doi.org/10.5944/reop.vol.14.num.2.2003.11615.
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RESUMENEste artículo plantea aproximarse a la Psicopedagogía desde dos ejes, uno compuesto por los contextos de desarrollo en los que participan los seres humanos y otro compuesto por las diferentes etapas del ciclo vital. Así, la cuestión clave es comprender cómo el desarrollo educativo a lo largo del tiempo esta íntimamente relacionado con diferentes contextos sociales. Para las personas en desarrollo esto implica enfrentarse a las continuidades y discontinuidades entre los contextos y etapas del desarrollo en las que participan. Desde el punto de vista de competencias profesionales este marco implica desarrollar dos tipos de habilidades: (a) la capacidad para establecer puentes entre contextos y profesionales y, (b) desarrollar una visión reflexiva del trabajo educativo. Finalmente, se discute cómo este marco puede servir para interpretar la intervención psicopedagógica en cuatro temas emergentes: la ampliación de la noción de escolarización, el uso de las nuevas tecnologías, la participación comunitaria y la diversidad cultural.ABSTRACTThis paper suggests approaching Psychopedagogy from two axis, one made of different developmental contexts and another one made of the different stages of the life-span. In this way, the key consideration is to understand how educational development in the life-course is intimately tied to different social contexts. For the developing person, this implies confronting the continuities and discontinuities between the contexts and life stages in which she or he participates. From the point of view of professional skills this implies developing two kinds of capacities: (a) to be able to build bridges between contexts and professionals and, (b) promoting a reflexive vision of educational work. Finally, this framework is used to interpret psychopedagogical interventions in four emergent fields: the broadening of schooling, using new technologies of communication, community participation and cultural diversity.
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Ventura, Ana Clara, Ana Borgobello, and Nadia Soledad Peralta. "Representaciones acerca del campo disciplinar y formación profesional de la psicopedagogía en un contexto académico argentino / Representation of discipline field and professional trainig about psychopedagogy in an academic context, argentine." REOP - Revista Española de Orientación y Psicopedagogía 21, no. 3 (2014): 653. http://dx.doi.org/10.5944/reop.vol.21.num.3.2010.11550.
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Ventura, Ana Clara, María Soledad Cattoni, and Ana Borgobello. "Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos." Revista Electrónica Educare 21, no. 2 (2017): 1. http://dx.doi.org/10.15359/ree.21-2.15.
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Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.
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González López, Ignacio, and Carlota De León Huertas. "Diseño de un plan de acción tutorial universitaria para estudiantes de títulos a extinguir: El caso de Psicopedagogía= Design of an tutorial action plan for students university extinguish titles: For Psychopedagogy." REOP - Revista Española de Orientación y Psicopedagogía 25, no. 1 (2014): 94. http://dx.doi.org/10.5944/reop.vol.25.num.1.2014.12015.
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Pérez Escoda, Nuria, and Anna Ribera Cos. "Las competencias emocionales en los procesos de inserción laboral." REOP - Revista Española de Orientación y Psicopedagogía 20, no. 3 (2014): 251. http://dx.doi.org/10.5944/reop.vol.20.num.3.2009.11500.
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RESUMENEste trabajo presenta un estudio basado en la evaluación y desarrollo de las competencias emocionales en los procesos de orientación y formación de personas desempleadas. Se presenta una experiencia realizada en el marco de una investigación entre el Centro IG-NOVA Ocupació de l’Ajuntament d’Igualada y el GROP (Grup de Recerca en Orientació Psicopedagògica) de la Universidad de Barcelona. Esta investigación muestra como el conocimiento y desarrollo de las competencias emocionales permite afrontar con mayor eficacia los procesos de inserción laboral. Se ha aplicado el (QDE-R) cuestionario para la evaluación de las competencias emocionales de adultos a un grupo de 46 personas adultas en situación de desempleo y con un nivel de formación medio-bajo. A partir de los resultados se exponen las aplicaciones derivadas de esta evaluación para un grupo de desempleados usuarios del Servicio Local de Ocupación.ABSTRACTThis paper presents a study based on the evaluation and later development of the emotional competences in career guidance processes for jobseekers. This study has been carried out within research framework done by the Center IG-NOVA Ocupació of the council of Igualada and the GROP (Grup de Recerca in Orientació Psicopedagògica) (Group of Research in Psychopedagogic Guidance) of the University of Barcelona. This study shows how knowledge and development of emotional competences allow to more effectively face the processes involved in job seeking. The (QDE-R) inventory was used to evaluate emotional competences in a group of 46 unemployed adults with a lower to middle level of education. All 46 jobseekers were registered within the local unemployment agency. The QDE-R measures five dimensions of the emotional competences: emotional conscience, emotional regulation, emotional autonomy, social skills, lifelong-learning skills and well-being. The results provided with an outline to support the abovementioned jobseekers group. Such jobseekers support was provided for both individuals and the whole group. Whenever individual support was provided, the focus was on those skills more likely to be developed by the individual. At the same time, there was also a strong emphasis to enhance those previously existing skills in order to help individuals in their job-seeking process. The average score of the group can provide with what dimensions must be prioritized when designing a group development program.
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Chacón-López, Helena, and María-Dolores López-Justicia. "Dificultades en el autoconcepto en función del sexo y estudios de jóvenes con retinosis pigmentaria." REOP - Revista Española de Orientación y Psicopedagogía 31, no. 1 (2020): 98. http://dx.doi.org/10.5944/reop.vol.31.num.1.2020.27292.
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RESUMEN Introducción: Dada la relevancia del autoconcepto en el ámbito educativo y en la vida personal, social y laboral, en la presente investigación se analizan intra-sexos las dificultades en este constructo en jóvenes de 18 a 30 años (14 hombres y 23 mujeres) con degeneración retiniana, frente a otros sin afectación; indagando en el papel que desempeña el nivel de estudios (primarios/secundarios, universitarios). Método: Participaron 74 personas (37 afectados y 37 sin afectación), igualados en sexo y nivel educativo. Se utilizó la Escala de Autoconcepto Tennesse y un cuestionario sociodemográfico elaborado ad hoc. Resultados: Los resultados obtenidos en los distintos análisis no paramétricos llevados a cabo mostraron que, tanto entre mujeres como entre hombres afectados, se detectaron puntuaciones inferiores en autoconcepto físico; constatándose igualmente que las mujeres con estudios superiores se percibían mejor en éste; mientras que los hombres obtenían mayores puntuaciones en el factor personal. Conclusiones: Se sugiere a los profesionales de la orientación y psicopedagogía que trabajan con estos jóvenes identificar los puntos fuertes en los que cada cual destaque reforzándolos y resaltándolos, así como detectar los aspectos más deficitarios del autoconcepto para entrenarlos, en aras de favorecer el sentimiento de valía y competencia personal.ABSTRACTIntroduction: Attending to the relevance of self-concept in the educational field and in the personal, social and labor life, this study analyzed the difficulties intra-sexes of young people between 18 to 30 years old (14 men y 23 women) affected by a retinal degeneration, compared to others without affectation; enquire into the role of the academic level (primary/secondary, university). Method: Participants were 74 people (37 affected and 37 non-affected), matched in sex and educational level. The Tennessee Self-Concept Scale and a sociodemographic questionnaire elaborated ad hoc were used. Results: The results obtained in the different non-parametric analysis carried out, between affected women and between affected men, showed that lower scores were detected in physical self-concept; verifying that women with higher studies were perceived better in this; while men obtained higher scores in personal self-concept. Conclusions: Data suggested to the guidance and psychopedagogy professionals who work with these young people to identify the strong points in which each one stands out, reinforcing and highlighting them, as well as detecting the most deficient aspects of the self-concept in order to train them, in order to promote the feeling of worth and personal competence.
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Sousa, Léa Barbosa de, and Marisa Pascarelli Agrello. "A Psicopedagogia no Ensino Superior: Relato de Experiência sobre as Principais Queixas dos Acadêmicos em uma Instituição Universitária no Brasil / Psychopedagogy in Higher Education: Experience Report on the Main Complaints of Academics in a University Institution in Brazil." ID on line REVISTA DE PSICOLOGIA 14, no. 50 (2020): 1137–52. http://dx.doi.org/10.14295/idonline.v14i50.2519.
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Este artigo tem por intenção apresentar um relato de experiência vivenciada em uma Universidade sobre as principais queixas no acompanhamento de estudantes com dificuldades de aprendizagem. A Psicopedagogia se ocupa das dificuldades de aprendizagem humana e os fatores que interferem no processo de aprendizagem. Este texto propõe uma reflexão sobre os principais assuntos: Psicopedagogia no Ensino Superior e as principais queixas dos Universitários. Dialogando sobre as dificuldades de aprendizagem específicas. Demandas dos atendimentos. Encaminhamentos dos acadêmicos a outros profissionais. Inclusão de alunos com deficiências no Ensino Superior. O acompanhamento Psicopedagógico Universitário é visto pelo Ministério da Educação - MEC como exitoso nas Universidades. As dificuldades de Aprendizagem são muitas e a Psicopedagogia contribui amenizando esse quadro oferecendo apoio psicopedagógico aos estudantes.
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Moliner García, Odet, and Paula Fabregat Mas. "Nuevos roles y estrategias de asesoramiento psicopedagógico para promover la educación inclusiva en la Comunidad Valenciana." REOP - Revista Española de Orientación y Psicopedagogía 32, no. 1 (2021): 59–75. http://dx.doi.org/10.5944/reop.vol.32.num.1.2021.30740.
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RESUMEN El estudio se sitúa en el ámbito de la orientación educativa y se centra en indagar cómo los asesores psicopedagógicos intervienen en el desarrollo y la formación permanente de los profesionales de la educación para mejorar la educación inclusiva. La nueva organización de la red de Centros de Formación, Innovación y Recursos (CEFIRE) de la Comunidad Valenciana exige repensar los modelos de asesoramiento psicopedagógico y la práctica orientadora desde las funciones otorgadas y las asumidas. Se presentan los resultados de un estudio empírico cuyo objetivo es profundizar en los roles desempeñados y las estrategias utilizadas por los orientadores-asesores para impulsar el avance de la educación inclusiva en los centros educativos. Metodológicamente se adopta un enfoque cualitativo que permite realizar un estudio descriptivo a través de grupos focales en los que participan 22 asesores de educación inclusiva de todos los CEFIREs del territorio. Como resultado se obtiene que acompañar, dinamizar, o gestionar recursos, son algunos de los roles desempeñados y que la creación de redes de recursos, el impulso de las metodologías inclusivas o las visitas pedagógicas se identifican como las estrategias más efectivas. En las conclusiones se destaca la importancia de conjugar diversas estrategias para favorecer la movilización del conocimiento y el avance de las prácticas inclusivas. Finalmente se plantean los retos a los que se enfrentan los asesores para desarrollar un modelo de acompañamiento colaborativo más acorde con el enfoque de la inclusión y con las consiguientes implicaciones en el campo de la orientación y la psicopedagogía.ABSTRACT The study is situated in the field of educational counselling and focuses on investigating how educational psychologists are involved in the development and in-service training of educational professionals to improve inclusive education. The new organisation of the network of Training, Innovation and Resource Centres (CEFIRE) in the Valencian Community requires rethinking the models of educational psychology counselling and counselling practice from the perspective of the functions provided and those assumed. We present the results of an empirical study that aims to deepen the roles played and the strategies used by counsellors-advisers to promote the advancement of inclusive education in educational centres. Methodologically, a qualitative approach is adopted that allows a descriptive study to be carried out through focus groups in which 22 inclusive education advisers from all the CEFIRE centres in the territory participate. As a result, some of the roles played include accompanying, energizing and managing resources. The creation of resource networks, the promotion of inclusive methodologies or pedagogical visits are identified as the most effective strategies. The conclusions highlight the importance of combining various strategies to promote the mobilization of knowledge and the advancement of inclusive practices. Finally, the challenges faced by advisers in developing a collaborative accompaniment model more in line with the approach to inclusion and with the consequent implications in the field of counseling and psychopedagogy are presented.
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Medeiros, Maria José de Andrade, and José Ozildo dos Santos. "O jogo e sua utilização psicopedagógica na educação infantil." Revista Brasileira de Educação e Saúde 6, no. 1 (2016): 36. http://dx.doi.org/10.18378/rebes.v6i1.4122.
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<p>As instituições de educação infantil são capazes de oferecer às crianças condições para a aprendizagem ocorra tanto nas brincadeiras como aquelas advindas de situações pedagógicas intencionais ou orientadas pelos adultos. No entanto, essas aprendizagens, de natureza diversa, ocorrem de maneira integrada no processo de desenvolvimento infantil. O presente artigo tem por objetivo central identificar a importância da utilização psicopedagógica do jogo na Educação Infantil. Os jogos correspondem às atividades lúdicas, intelectuais e afetivas. E, por serem atividades ricas e de grandes efeitos, eles estimulam a vida social, permitindo que as crianças estabeleçam relações de trocas de aprendizagens, constituindo-se métodos de ensino capazes de estimularem as habilidades nos processos de construção do conhecimento. Os jogos são excelentes recursos pedagógicos que o professor pode utilizar no processo ensino aprendizagem. Eles contribuem e enriquecem o desenvolvimento intelectual e social do educando. Tais recursos podem ser utilizados/trabalhados em todas as disciplinas. Contudo, exige-se que sejam adaptados aos conteúdos, à faixa etária e ao contexto, no qual estão inseridos os alunos. No presente artigo, procurou-se demonstrar que os jogos são recursos indispensáveis para o desenvolvimento do processo de ensino aprendizagem na educação infantil, pois os mesmo contribuem para o desenvolvimento cognitivo da criança. No que diz respeito à sua utilização numa intervenção psicopedagógica, esta pode ser tanto para a identificação da dificuldade de aprendizagem, quanto para o trabalho de superação dessa dificuldade, podendo assim, assumir um caráter preventivo ou curativo.</p><p> <strong><em>The</em></strong><strong><em> game and its psychopedagogic use in early childhood education</em></strong></p><p><strong>Abstract: </strong>The educational institutions are able to provide children with conditions for learning to occur in both those games as pedagogical situations arising from intentional or guided by adults. However, this kind of learning, different in nature, occurring in an integrated manner in the process of child development. This article aims to show the central importance of using psychopedagogical Game in Early Childhood Education. The games match play activities, intellectual and emotional. And because they are rich activities and great effects, they stimulate social life, allowing children to establish terms of trade apprenticeships, becoming teaching methods capable of stimulating skills in the processes of knowledge construction. The games are excellent teaching resources that teachers can use in the learning process. They contribute and enrich the intellectual and social development of the student. These resources can be used/worked in all disciplines. However, it is required that are adapted to content, age and the context in which students are placed. In this paper, it was shown that the games are essential resources for the development of teaching learning in early childhood education, because it contributes to the cognitive development of the child. With regard to its use in a psychopedagogical intervention, this can be both for the identification of learning disabilities, and to the work of overcoming this difficulty, and may thus play a preventive or curative.</p>
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Gonçalves Mineiro, Cassandra Catarina. "O REPENSAR SOBRE AS DIFICULDADES E INQUIETUDES EXISTENTES NA EDUCAÇÃO ESPECIAL." Cadernos de Pesquisa 23, no. 1 (2016): 12. http://dx.doi.org/10.18764/2178-2229.v23n1p12-27.
Full textAbstract:
Após introdução da inclusão nas escolas, o conhecimento produzido tem sido insuficiente para a definição dos caminhos psicopedagógicos voltados à escolarização de alunos com necessidades educacionais especiais - NEEs. Isso vem acontecendo, em parte, porque não foram articulados os estudos com a realidade, sendo que autores da maioria desses estudos apresentaram resultados com produções reiterativas e com pouca mudança no que é proposto. O objetivo deste trabalho foi direcionado a conhecer sobre a realidade enfrentada pelos professores das salas de recursos multifuncionais (SRM). Esse estudo envolveu as experiências de professoras da Educação Básica, em pesquisa realizada pelos professores da Universidade Estadual de Montes Claros – UNIMONTES, evidenciando atuação dessas professoras das SRM nas escolas do município de Montes Claros - MG. Como embasamento teórico foram utilizados Decretos e Portarias da Educação Especial, com enfoque nos autores e trabalhos realizados nessa área. A metodologia abrangeu a pesquisa colaborativa, mediante depoimentos das professoras direcionados pelas questões propostas pelo Observatório Nacional de Educação Especial, o que permitiu análise da forma como ocorre a inclusão escolar. Desse modo, a dinâmica na organização de grupos coletivos foi a pesquisa em grupos focais, mostrando a realidade das escolas pesquisadas e quais propostas viáveis a um melhor atendimento às crianças com NEEs. Como resultado, a pesquisa favoreceu o reconhecimento em enfrentar dificuldades; a necessidade de parceria com a professora da sala regular e capacitação desta na Educação Inclusiva; o Plano de Atendimento Educacional Especializado (PAEE), contribuindo essas práticas na melhoria da inclusão escolar direcionada aos alunos da educação especial.Palavras-chave: Educação especial. Realidade das escolas. Atendimento às crianças. EL REPENSAR DE LAS DIFICULTADES Y PREOCUPACIONES EXISTENTES EN LA EDUCACIÓN ESPECIAL. Resumen: Después de la introducción de la inclusión en las escuelas, el conocimiento producido es insuficiente para definir las rutas psicopedagógica centrado en la educación de los alumnos con necesidades educativas especiales - NEEs. Esto está ocurriendo en parte debido a los estudios con la realidad que no se articulan, y los autores de la mayoría de estos estudios mostraron resultados con producciones reiterativos con pocos cambios en lo que se propone. Este estudio tuvo como objetivo conocer la realidad que enfrentan los maestros de recursos multi-funcionales (SRM). Incluyó las experiencias de los profesores de la educación básica, en la investigación llevada a cabo por los profesores de la Universidad Estatal de Montes Claros - UNIMONTES, que muestra el trabajo de estos maestros de SRM en los centros educativos del municipio de Montes Claros - MG. Como base teórica se utilizaron los decretos y edictos de Educación Especial, centrado en autores y obras realizadas en esta área. La metodología incluyó la investigación en colaboración con el testimonio de los profesores afectados por las preguntas propuestas por el Centro Nacional de Educación Especial, lo que permitió el análisis de cómo es la inclusión escolar. Por lo tanto, la dinámica de la organización de los grupos colectivos fueron los grupos de enfoque de investigación, que muestra la realidad de las escuelas encuestadas y qué propuestas viables para una mejor atención a los niños con NEE. Como resultado, la encuesta favoreció el reconocimiento para hacer frente a las dificultades; la necesidad de una asociación con el maestro habitación regular y esta formación en la educación inclusiva; Plan de Educación del especialista de servicio (PAEE), contribuyendo estas prácticas, la mejora de la inclusión escolar dirigido a los estudiantes de educación especial.Palabras clave: Educación Especial. Escuelas realidad. Cuidar a los niños. THE RETHINKING OF THE DIFFICULTIES AND CONCERNS IN SPECIAL EDUCATION Abstract: After introduction of inclusion in schools, the knowledge produced is insufficient to define the paths psychopedagogic focused on education of pupils with special educational needs - SEN. This is happening in part because studies with reality were not articulated, and authors of most of these studies showed results with reiterative productions with little change in what is proposed. This study was aimed to know about the reality faced by teachers of multi-functional resources (SRM). This study involved the experiences of teachers of basic education, in research conducted by teachers of the State University of Montes Claros - UNIMONTES, showing work of these teachers of SRM in schools in the municipality of Montes Claros - MG. As theoretical basis were used Decrees and Edicts of Special Education, focusing on authors and works carried out in this area. The methodology included the collaborative research through of testimony from teachers targeted by the questions proposed by the National Centre for Special Education, which allowed analysis of how is school inclusion. Thus, the dynamics in the organization of collective groups was the research focus groups, showing the reality of the surveyed schools and what feasible proposals to better care for children with SEN. As a result, the survey favored the recognition in facing difficulties; the need for partnership with the teacher regular room and this training in inclusive education; Plan of Educational Service Specialist, contributing these practices, improving school inclusion directed to students of special education.Keywords: Special education. Reality in schools. Care to children.
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Gonçalves Mineiro, Cassandra Catarina. "O REPENSAR SOBRE AS DIFICULDADES E INQUIETUDES EXISTENTES NA EDUCAÇÃO ESPECIAL." Cadernos de Pesquisa 23, no. 1 (2016): 12. http://dx.doi.org/10.18764/cp.v23i1.4080.
Full textAbstract:
Após introdução da inclusão nas escolas, o conhecimento produzido tem sido insuficiente para a definição dos caminhos psicopedagógicos voltados à escolarização de alunos com necessidades educacionais especiais - NEEs. Isso vem acontecendo, em parte, porque não foram articulados os estudos com a realidade, sendo que autores da maioria desses estudos apresentaram resultados com produções reiterativas e com pouca mudança no que é proposto. O objetivo deste trabalho foi direcionado a conhecer sobre a realidade enfrentada pelos professores das salas de recursos multifuncionais (SRM). Esse estudo envolveu as experiências de professoras da Educação Básica, em pesquisa realizada pelos professores da Universidade Estadual de Montes Claros – UNIMONTES, evidenciando atuação dessas professoras das SRM nas escolas do município de Montes Claros - MG. Como embasamento teórico foram utilizados Decretos e Portarias da Educação Especial, com enfoque nos autores e trabalhos realizados nessa área. A metodologia abrangeu a pesquisa colaborativa, mediante depoimentos das professoras direcionados pelas questões propostas pelo Observatório Nacional de Educação Especial, o que permitiu análise da forma como ocorre a inclusão escolar. Desse modo, a dinâmica na organização de grupos coletivos foi a pesquisa em grupos focais, mostrando a realidade das escolas pesquisadas e quais propostas viáveis a um melhor atendimento às crianças com NEEs. Como resultado, a pesquisa favoreceu o reconhecimento em enfrentar dificuldades; a necessidade de parceria com a professora da sala regular e capacitação desta na Educação Inclusiva; o Plano de Atendimento Educacional Especializado (PAEE), contribuindo essas práticas na melhoria da inclusão escolar direcionada aos alunos da educação especial.Palavras-chave: Educação especial. Realidade das escolas. Atendimento às crianças. EL REPENSAR DE LAS DIFICULTADES Y PREOCUPACIONES EXISTENTES EN LA EDUCACIÓN ESPECIAL. Resumen: Después de la introducción de la inclusión en las escuelas, el conocimiento producido es insuficiente para definir las rutas psicopedagógica centrado en la educación de los alumnos con necesidades educativas especiales - NEEs. Esto está ocurriendo en parte debido a los estudios con la realidad que no se articulan, y los autores de la mayoría de estos estudios mostraron resultados con producciones reiterativos con pocos cambios en lo que se propone. Este estudio tuvo como objetivo conocer la realidad que enfrentan los maestros de recursos multi-funcionales (SRM). Incluyó las experiencias de los profesores de la educación básica, en la investigación llevada a cabo por los profesores de la Universidad Estatal de Montes Claros - UNIMONTES, que muestra el trabajo de estos maestros de SRM en los centros educativos del municipio de Montes Claros - MG. Como base teórica se utilizaron los decretos y edictos de Educación Especial, centrado en autores y obras realizadas en esta área. La metodología incluyó la investigación en colaboración con el testimonio de los profesores afectados por las preguntas propuestas por el Centro Nacional de Educación Especial, lo que permitió el análisis de cómo es la inclusión escolar. Por lo tanto, la dinámica de la organización de los grupos colectivos fueron los grupos de enfoque de investigación, que muestra la realidad de las escuelas encuestadas y qué propuestas viables para una mejor atención a los niños con NEE. Como resultado, la encuesta favoreció el reconocimiento para hacer frente a las dificultades; la necesidad de una asociación con el maestro habitación regular y esta formación en la educación inclusiva; Plan de Educación del especialista de servicio (PAEE), contribuyendo estas prácticas, la mejora de la inclusión escolar dirigido a los estudiantes de educación especial.Palabras clave: Educación Especial. Escuelas realidad. Cuidar a los niños. THE RETHINKING OF THE DIFFICULTIES AND CONCERNS IN SPECIAL EDUCATION Abstract: After introduction of inclusion in schools, the knowledge produced is insufficient to define the paths psychopedagogic focused on education of pupils with special educational needs - SEN. This is happening in part because studies with reality were not articulated, and authors of most of these studies showed results with reiterative productions with little change in what is proposed. This study was aimed to know about the reality faced by teachers of multi-functional resources (SRM). This study involved the experiences of teachers of basic education, in research conducted by teachers of the State University of Montes Claros - UNIMONTES, showing work of these teachers of SRM in schools in the municipality of Montes Claros - MG. As theoretical basis were used Decrees and Edicts of Special Education, focusing on authors and works carried out in this area. The methodology included the collaborative research through of testimony from teachers targeted by the questions proposed by the National Centre for Special Education, which allowed analysis of how is school inclusion. Thus, the dynamics in the organization of collective groups was the research focus groups, showing the reality of the surveyed schools and what feasible proposals to better care for children with SEN. As a result, the survey favored the recognition in facing difficulties; the need for partnership with the teacher regular room and this training in inclusive education; Plan of Educational Service Specialist, contributing these practices, improving school inclusion directed to students of special education.Keywords: Special education. Reality in schools. Care to children.
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Carmo, André Luis Santos do, Fernanda Wagner Fredo, Isac Bruck, et al. "Neurological, cognitive and learning evaluation of students who were born preterm." Revista Paulista de Pediatria 40 (2022). http://dx.doi.org/10.1590/1984-0462/2022/40/2020252.
Full textAbstract:
ABSTRACT Objective: To evaluate the cognitive and academic profile of preterm newborns at school age and to determine the factors related to prematurity and sociodemographic profile that influence these results. Methods: Patients aged 6-14 years old that were assisted in the preterm follow-up clinic were recruited. The cognitive, academic, and neurological capacities were accessed through a detailed evaluation with a child neurologist, a neuropsychologist and a psychopedagogue. Neonatal data were collected from patient records. Results: 97 children were included and 14 were excluded from the study, resulting in 83 children. Gestational age (GA) was 30±3 weeks and weight at birth was 1138g (605 to 4185g). Poor performance was shown in 38.4% for writing, 57.5% for reading and 42.5% for mathematics. The mean total intelligence quotient (IQ) was 96±14.9 points, and 10.9% were considered altered. Children with unstructured families presented 78.3% of failure in reading tests (p=0.029). The multivariate analysis showed association between GA at birth and classic mini-mental score (p=0.043), total IQ (p=0.047), perceptual organization IQ (p=0.035), and processing speed IQ (p=0.036). There was also association between weight at birth and the classic (p=0.004) and adapted (p=0.007) mini-mental scores; invasive mechanic ventilation duration and classic mini-mental (p=0.049); and lower maternal age and processing speed IQ (p=0.033). Conclusions: Preterm infants at school age had high frequency of failure in cognitive and academic evaluation tests. Learning difficulties are high among them. Multiple neonatal variables are related with altered cognitive and students development.