Caracterización del nivel de desarrollo de la función simbólica en niños preescolares / Characterization of development level of the symbolic function in preschool children

Resumen El objetivo de este estudio es caracterizar el nivel de adquisición de la función simbólica en niños preescolares colombianos. Participaron 39 niños a quienes se les aplicó el protocolo de evaluación psicológica cualitativa que permite caracterizar la adquisición de la función simbólica en los niveles materializado, perceptivo y verbal; basado en el concepto de la zona del desarrollo próximo lo cual implica la participación activa del niño, y diversas formas de ayuda por parte del evaluador. Los resultados señalan un bajo nivel de desarrollo de la función simbólica al final de la edad preescolar; además posibilitan conocer cómo el niño preescolar realiza tareas simbólicas a partir de apoyos verbales del adulto. Se discute la importancia del espacio de colaboración entre el adulto y los niños en el que se usa el lenguaje como medio de apoyo para la ejecución de acciones simbólicas y para la creación independiente de diversas formas de representación materializada, perceptiva y verbal.

Abstract The aim of this study is to characterize the acquisition level of the symbolic function in Colombian preschool children in the city of Bogotá. The study involved 39 children. Children were assessed by a protocol of qualitative psychological evaluation to characterize the acquisition of the symbolic function in materialized, perceptual and verbal levels. The protocol is based on the zone of proximal development concept, which involves the active participation of children and the use of various forms of assistance from the evaluator. The results of the protocol evaluation indicate a low development level of the symbolic function at the end of preschool age. The findings of this study are useful in both education and psychology fields, as it possible to know how the preschool child performs symbolic tasks from the adult's verbal support. The importance of cooperation space between adult and children in which language is used as a means of support for the implementation of symbolic actions and for independent creation of various forms of materialized, perceptual, and verbal representation is discussed.

A Formação de Conceitos em Alunos com Deficiência Intelectual: o Caso de Ian / Concept Formation in Students with Intellectual Disabilities: the Case of Ian

este artigo apresenta um recorte de uma pesquisa de doutorado, com alunos que apresentam deficiência intelectual, matriculados em uma escola regular da rede pública do Rio de Janeiro, entre os anos de 2009 e 2012. A pesquisa-ação colaborativa e a abordagem histórico-cultural foram as bases teórico-metodológicas para investigar a elaboração dos processos de ensino e aprendizagem e a formação de conceitos por um aluno com deficiência intelectual. Os episódios da interação professor aluno, filmados na sala de aula e na sala de recursos, indicaram possibilidades de ações pedagógicas com vistas a situações de ensino conducente à construção de conceitos pelo aluno com deficiência intelectual. Além disso, constatou-se que a abordagem teórico-metodológica foi favorável à organização, de forma colaborativa, das atividades de ensino, pelas professoras de sala de aula e da sala de recursos, com procedimentos de ensino mais adequados ao processo de aprendizagem do aluno com deficiência intelectual, na escola regular.Tal proposta se coaduna com a perspectiva de ensino de qualidade para todos.

This article presents part of a doctoral study with students who have learning disabilities, who were enrolled in a regular public school in Rio de Janeiro between the years 2009 and 2012. Collaborative action research and cultural-historical approach were the theoretical and methodological bases to investigate the development of both processes of teaching and learning and the formation of concepts by a student with intellectual disabilities. From episodes filmed in the classroom and in the resource room, the data collected and analyzed indicated possibilities of pedagogical action aimed at concept construction situations by students with intellectual disabilities. Furthermore, it was found that the theoretical-methodological approach was favorable to cooperative organization of educational activities by teachers in the classroom as well as in there source room, with the most suitable teaching procedures to ensure learning conditions for students with intellectual disabilities in regular school. This proposal is consistent with the perspective of quality education for all.

La casa de los sueños: ocupación, actividad transgresora y construcción de identidad / The house of dreams: occupation, transgressive activity and identity construction

El estudio pretende comprender cómo los niños que han transgredido la ley, vinculan su contexto social y ámbitos contextuales a sus actividades significativas, entre ellas la actividad transgresora, como elementos constructores de su identidad y cotidianidad, desde un enfoque socio-histórico. El foco de investigación, fueron niños que se encuentran en régimen residencial en el Centro de Reparación Especializada de Atención Directa (CREAD-Pudahuel), específicamente en la casa “De los Sueños”. La metodología utilizada fue cualitativa con alcance exploratorio, descriptivo analítico. La recopilación de información se realizó mediante entrevistas semi-estructuradas a profesionales y niños cuyas edades fluctúan entre 10 y 14 años. Complementado con observación participante por medio de juego grupal con los niños. El análisis de datos se realizó siguiendo la Teoría Fundamentada propuesta por Glaser y Struss (Glaser, 1967). Los resultados aluden a que la significación positiva de la actividad transgresora es facilitada por distintos contextos. Donde las ocupaciones están determinadas por las oportunidades, las características de estos ámbitos y por la vivencia de logro y autoeficacia experimentadas en dichas ocupaciones. Es así, como estas promueven la construcción de identidad en torno a la ocupación realizada y como esta favorece su participación e inclusión social. Lo anterior plantea desafíos para Terapia Ocupacional en tanto pueda plantear cambios contextuales que favorezcan mayores posibilidades a los niños y alternativas a la ocupación transgresora.

This research aims to how children who have the law relate their social environment to their main activities, such as the transgressive activity itself. It also aims to show how it influences their identity, and everyday life, from a socio-historic point of view. The research focus on children who temporarily live at the center “Centro de Reparación Especializada de Atención Directa” (CREAD-Pudahuel), specifically at “La Casa de los sueños (The Dream House) the ages for the sample fluctuate between 10 and 14. This research has a powerful descriptive, qualitative analytical, and exploratory character. Data was collected through semi-structured interviews with professionals and children, whose ages fluctuate between 10 and 14, and also by observation of group play activities The main results show that the positive significance of the transgressive activity is facilitated by different contexts, where jobs will be determined by the opportunities and the characteristics of these domains of context and the experience of accomplishment and self-efficacy that the child experiences in these occupations, thus promoting the construction of identity around the occupation done and how this promotes social participation and inclusion. This poses challenges for occupational therapy can raise both contextual changes that encourage development that provides greater opportunities for children.

A historical approach to scorpion studies with special reference to the 20 th and 21st centuries

This work provides historical context about scorpion studies from the end of the 19 th century to the present day. The content is mainly addressed to non-zoologists, working in research fields that embrace scorpion biology, notably to those working with venoms and toxins. The historical aspects described include academic professional scholars who worked on scorpion classification and general distribution patterns; and to a lesser extent, on studies of ecology and natural history. The aim is not to provide an exhaustive description of all scholars who in one way or another became involved with scorpions, but rather of those who greatly contributed during a given period to the research of these organisms. No critical analysis of the work of previous researchers is undertaken, but some comments are proposed to bring clarification on ‘who’s who’. Since a global consensus in relation to classification and/or distribution patterns has not been reached among modern experts, these different approaches are also presented without judgment. Consequently, distinct approaches remain open for discussion.

A historical approach to scorpion studies with special reference to the 20 th and 21st centuries

This work provides historical context about scorpion studies from the end of the 19 th century to the present day. The content is mainly addressed to non-zoologists, working in research fields that embrace scorpion biology, notably to those working with venoms and toxins. The historical aspects described include academic professional scholars who worked on scorpion classification and general distribution patterns; and to a lesser extent, on studies of ecology and natural history. The aim is not to provide an exhaustive description of all scholars who in one way or another became involved with scorpions, but rather of those who greatly contributed during a given period to the research of these organisms. No critical analysis of the work of previous researchers is undertaken, but some comments are proposed to bring clarification on ‘who’s who’. Since a global consensus in relation to classification and/or distribution patterns has not been reached among modern experts, these different approaches are also presented without judgment. Consequently, distinct approaches remain open for discussion.

Deficiência intelectual na perspectiva histórico-cultural: contribuições ao estudo do desenvolvimento adulto / Intellectual disability according to the cultural-historical approach: a path to adult development

Conceitos e práticas atuais relacionados à condição de deficiência intelectual ainda são influenciados por compreensões normativas de desenvolvimento que, por vezes, restringem a pessoa com esse diagnóstico à categoria de eterna criança. O conjunto de ferramentas conceituais apresentado pela perspectiva histórico-cultural permite discussão crítica da deficiência intelectual sob um prisma complexo e dinâmico, no qual as capacidades são valorizadas, observando-se contínuo desenvolvimento da pessoa na relação com seu meio. No entrelaçamento das condições ambientais, histórico-culturais e subjetivas há ressignificação de si, da própria condição de deficiência e do mundo. Em meio a esse conjunto de fatores, a menoridade perene dá lugar à possibilidade de autonomia e visão crítica de si. Buscamos neste trabalho oferecer argumentos que possam gerar reflexões críticas sobre a condição a que se tem denominado deficiência intelectual. Discorremos sobre a construção histórico-social do fenômeno em questão; discutimos a relação entre os modelos médico e social vigentes na atualidade e a influência na construção de conceitos e crenças sobre a pessoa com deficiência; apresentamos a perspectiva histórico-cultural como alternativa à compreensão cristalizada de deficiência intelectual e, por fim, ressaltamos possibilidades de desenvolvimento adulto compatíveis com as condições contextuais dos indivíduos na atualidade.

Many concepts and current practices related to the condition of intellectual disability remain strongly influenced by a normative understanding of developmental processes that often maintain the person diagnosed as disabled in a position of never ending childhood. The set of conceptual tools presented by the cultural-historical approach provides for a critical discussion of intellectual disability according to complex and dynamic viewpoints, in which abilities are valued, while the person's ongoing development in relation to the environment is also considered. Amid the intertwined environmental, sociocultural, and subjective conditions there is room for re-signifying self, one's condition of disability and the world. Among this group of factors, eternal childhood gives place to autonomy and a critical view of self. In this study we aim to put forth arguments to support critical reflections about the condition called intellectual disability. First, we discuss the cultural-historical construction of the phenomenon of intellectual disability. Next, we focus on and compare the main concepts and beliefs related to disability put forth by the medical model and the social approaches to disabilities. The cultural-historical approach is then presented as a potential theoretical alternative to substitute crystallized conceptions. Lastly, we highlight some of the developmental potentials of adults with intellectual disabilities, compatible with the individuals' current conditions in context.

Orientação profissional na escola: uma pesquisa com intervenção / Vocational guidance at school: a research with intervention

A escolha profissional é um processo evolutivo que, se realizada de forma consciente e planejada, interfere positivamente na qualidade de vida. O objetivo do presente trabalho é apresentar uma orientação profissional dentro da escola, utilizando como base teórica a abordagem sócio-histórica e como método de avaliação dos resultados uma escala de atitudes. Verificou-se a importância de um instrumento para avaliar processos de orientação profissional, que possibilite mensurar quanto os alunos se beneficiaram com a intervenção. Entretanto, o indicado seria a prática durante as aulas, com a participação dos professores, de modo que o tema seja trabalhado de forma transversal ao currículo escolar.

The professional choice is a process of evolution that, if carried out in a planned and conscious way, affects positively the quality of life. The aim of this research is to present a professional guidance inside the school, using as a theoretical basis the socio-historical approach and a scale of attitudes as method of evaluating the results. There was verified the importance of an instrument to measure the processes of vocational guidance, which allows to measure if the students have been benefited with the involvement. However, the most suitable is that the practice should be done during the classes, with the participation of the teachers, in order that the theme should be worked through out a cross-school curriculum.