Contribuições da psicologia para a relação professor-aluno / Contribuciones de la psicología a la relación maestro-estudiante / Contributions of psychology to the teacher-student relationship

As concepções de diferentes abordagens da psicologia - e de outros campos de saber - sobre como o ser humano conhece podem contribuir para a compreensão da relação que se estabelece entre adultos e crianças, adultos e adolescentes e adultos e adultos nos diversos segmentos educacionais, da creche à universidade. Trata-se de artigo de revisão de literatura que tem por objetivo explicitar os principais conceitos das teorias de Jean Piaget, Lev Vigotski, Wilhelm Reich e Martin Buber, buscando com isso elementos que ajudem na compreensão da complexa relação professor-aluno, que vai além da sala de aula, rompendo com uma concepção de ensino como transferência de conhecimento. Essa relação se constrói em um determinado tempo e espaço, marcados por valores, ideologias, normas e discursos. As contribuições da psicologia para a educação devem caminhar no sentido de ajudar a compreender as complexas interações que se estabelecem no interior das instituições educativas, contextualizando os fenômenos e abordando-os no âmbito das relações entre as pessoas, considerando a complexidade que envolve essa discussão.(AU)

The views of different approaches of psychology - and of other fields of knowledge - about the way human being acquires knowledge, may contribute to the comprehension of the relation that is established between adults and kids, adults and teenager and adults and adults in the many educational segments, from day care to university. The goal of the article is to explain the main concepts of theories of Jean Piaget, Lev Vigotski, Wilhelm Reich and Martin Buber, seeking with this, elements that help in the comprehension of the complex teacher-student relationship that goes beyond the classroom and disrupting with a view of education as transfer of knowledge. This relationship is built in a given time and space, marked by values, ideologies, norms and discourses. The contributions of psychology to education must move towards helping to understand the complex interactions established within educational institutions, contextualizing the phenomena and addressing them in the context of relationships between people, considering the complexity involved in this discussion.(AU)

Concepciones de diferentes enfoques de la psicología - y otras áreas del conocimiento - acerca de cómo el ser humano conoce, pueden contribuir a la comprensión de la relación que se establece entre adultos y niños, adultos y adolescentes y adultos y adultos en los diferentes segmentos educativos, desde la guardería a la universidad. Se trata de un artículo de revisión de la literatura cuyo objetivo es explicar los principales conceptos de las teorías de Jean Piaget, Lev Vigotski, Wilhelm Reich y Martin Buber, buscando elementos que contribuyan a la comprensión de la compleja relación profesor-alumno, que va más allá de la clase, rompiendo con una concepción de la enseñanza como transferencia de conocimiento. Esa relación se construye en un tiempo y un espacio determinados, marcados por valores, ideologías, normas y discursos. Las contribuiciones de la psicología a la educación deben ayudar a comprender las complejas interacciones que se establecen al interior de las instituciones educativas, contextualizando los fenómenos en el ámbito de las relaciones entre las personas, considerando la complejidad que involucra esa discusión.(AU)

Formação humana, visão de mundo, diálogo e educação: a atualidade de paulo freire e martin buber / Human formation, world vision, dialogue and education: the present relevance of paulo freire and martin buber

RESUMO: Este artigo discute questões contemporâneas da educação no que se refere às relações entre professores e alunos e à formação, a partir das teorias de Paulo Freire e de Martin Buber. Inicialmente, o texto explicita a aproximação entre a teoria de Freire e Buber. Em seguida, destaca aspectos fundantes da obra dos dois pensadores por favorecerem uma formação que se situe e que atue para o diálogo, contra a desumanização e qualquer tipo de humilhação, discriminação ou exclusão. Ao final, sintetiza contribuições de Paulo Freire e Martin Buber para uma educação voltada para a formação de comunidade e que seja crítica, criativa, dialógica. Nas considerações finais, fica evidenciada a atualidade de Freire e Buber, seu legado teórico para ações práticas e políticas.

ABSTRACT: This article discusses contemporary issues of education regarding the relationship between teachers and students and training/education, from the theories of Paulo Freire and Martin Buber. Initially, the text explains the proximity between the theories of Paulo Freire and Martin Buber. Next, it highlights fundamental aspects of the works of the two thinkers for favoring training/education that lies in and acts for dialogue, against the dehumanization and any kind of humiliation, discrimination or exclusion. Finally, it summarizes Freire's and Buber's contribution to an education focused on community training/education and that is critical, creative, dialogical. In the final considerations, the present relevance of Martin Buber and Paulo Freire, their theoretical legacy for practical and political actions is evident.

Expression of the Aeluropus littoralis AlSAP Gene Enhances Rice Yield under Field Drought at the Reproductive Stage.

We evaluated the yields of Oryza sativa L. 'Nipponbare' rice lines expressing a gene encoding an A20/AN1 domain stress-associated protein, AlSAP, from the halophyte grass Aeluropus littoralis under the control of different promoters. Three independent field trials were conducted, with drought imposed at the reproductive stage. In all trials, the two transgenic lines, RN5 and RN6, consistently out-performed non-transgenic (NT) and wild-type (WT) controls, providing 50-90% increases in grain yield (GY). Enhancement of tillering and panicle fertility contributed to this improved GY under drought. In contrast with physiological records collected during previous greenhouse dry-down experiments, where drought was imposed at the early tillering stage, we did not observe significant differences in photosynthetic parameters, leaf water potential, or accumulation of antioxidants in flag leaves of AlSAP-lines subjected to drought at flowering. However, AlSAP expression alleviated leaf rolling and leaf drying induced by drought, resulting in increased accumulation of green biomass. Therefore, the observed enhanced performance of the AlSAP-lines subjected to drought at the reproductive stage can be tentatively ascribed to a primed status of the transgenic plants, resulting from a higher accumulation of biomass during vegetative growth, allowing reserve remobilization and maintenance of productive tillering and grain filling. Under irrigated conditions, the overall performance of AlSAP-lines was comparable with, or even significantly better than, the NT and WT controls. Thus, AlSAP expression inflicted no penalty on rice yields under optimal growth conditions. Our results support the use of AlSAP transgenics to reduce rice GY losses under drought conditions.

Combining Image Analysis, Genome Wide Association Studies and Different Field Trials to Reveal Stable Genetic Regions Related to Panicle Architecture and the Number of Spikelets per Panicle in Rice.

Number of spikelets per panicle (NSP) is a key trait to increase yield potential in rice (O. sativa). The architecture of the rice inflorescence which is mainly determined by the length and number of primary (PBL and PBN) and secondary (SBL and SBN) branches can influence NSP. Although several genes controlling panicle architecture and NSP in rice have been identified, there is little evidence of (i) the genetic control of panicle architecture and NSP in different environments and (ii) the presence of stable genetic associations with panicle architecture across environments. This study combines image phenotyping of 225 accessions belonging to a genetic diversity array of indica rice grown under irrigated field condition in two different environments and Genome Wide Association Studies (GWAS) based on the genotyping of the diversity panel, providing 83,374 SNPs. Accessions sown under direct seeding in one environement had reduced Panicle Length (PL), NSP, PBN, PBL, SBN, and SBL compared to those established under transplanting in the second environment. Across environments, NSP was significantly and positively correlated with PBN, SBN and PBL. However, the length of branches (PBL and SBL) was not significantly correlated with variables related to number of branches (PBN and SBN), suggesting independent genetic control. Twenty- three GWAS sites were detected with P ≤ 1.0E-04 and 27 GWAS sites with p ≤ 5.9E-04. We found 17 GWAS sites related to NSP, 10 for PBN and 11 for SBN, 7 for PBL and 11 for SBL. This study revealed new regions related to NSP, but only three associations were related to both branching number (PBN and SBN) and NSP. Two GWAS sites associated with SBL and SBN were stable across contrasting environments and were not related to genes previously reported. The new regions reported in this study can help improving NSP in rice for both direct seeded and transplanted conditions. The integrated approach of high-throughput phenotyping, multi-environment field trials and GWAS has the potential to dissect complex traits, such as NSP, into less complex traits and to match single nucleotide polymorphisms with relevant function under different environments, offering a potential use for molecular breeding.

Interações, práticas, políticas e modos de gestão: o referencial histórico cultural nas teses e dissertações do grupo INFOC de 2003 a 2013 / Interactions, practices, policies and methods of management: the benchmark in cultural history of theses and dissertations in INFOC group 2003-2013

Tendo em perspectiva que o pesquisador que pretende investigar as crianças como sujeitos deve levar em conta quem são as crianças, como participam do processo de produção dos conhecimentos, que significados produzem sobre a realidade que as cerca, este artigo faz o levantamento da presença de Vigotski na produção acadêmica do grupo INFOC – Infância Formação e cultura, envolvendo pesquisas no período de 2003 a 2013. De 30 pesquisas, oito trazem Vigotski como referência para analisar interações e práticas entre crianças e destas com os adultos em creches, pré-escolas. Um estudo se realiza em um museu e dois abordam políticas de educação infantil e formação de profissionais. Este artigo faz também o levantamento dos livros utilizados como fonte de pesquisa, bem como que conceitos estão presentes. Com este levantamento, pretendeu-se verificar como o enraizamento das ideias de Vigotski, enquanto um dos autores de referência desse grupo, se ramifica nas pesquisas individuais.

The researcher who intends to investigate children as subjects must consider who they are, how do they participate of the knowledge production process and which meanings do they produce about reality. In this perspective, this paper presents a survey of Vigotski’s appearance in the academic production of INFOC - Infância, Formação e Cultura, between 2003 and 2013. Considering thirty thesis and dissertations, in eight we found Vigotski as a reference to analize interactions and practices between children and between children and adults in kindergartens and pre-schools. One study takes place in a museum and two are about policies for Early Education and teacher´s training. This paper also analizes which of Vigotski’s books and concepts were taken as theorical sources. This survey focused on how the ideas of Vigotski, as an reference author of INFOC group, is present in each of the individuals researches.

Interações, práticas, políticas e modos de gestão: o referencial histórico cultural nas teses e dissertações do grupo INFOC de 2003 a 2013 / Interactions, practices, policies and methods of management: the benchmark in cultural history of theses and dissertations in INFOC group 2003-2013

Tendo em perspectiva que o pesquisador que pretende investigar as crianças como sujeitos deve levar em conta quem são as crianças, como participam do processo de produção dos conhecimentos, que significados produzem sobre a realidade que as cerca, este artigo faz o levantamento da presença de Vigotski na produção acadêmica do grupo INFOC – Infância Formação e cultura, envolvendo pesquisas no período de 2003 a 2013. De 30 pesquisas, oito trazem Vigotski como referência para analisar interações e práticas entre crianças e destas com os adultos em creches, pré-escolas. Um estudo se realiza em um museu e dois abordam políticas de educação infantil e formação de profissionais. Este artigo faz também o levantamento dos livros utilizados como fonte de pesquisa, bem como que conceitos estão presentes. Com este levantamento, pretendeu-se verificar como o enraizamento das ideias de Vigotski, enquanto um dos autores de referência desse grupo, se ramifica nas pesquisas individuais.(AU)

The researcher who intends to investigate children as subjects must consider who they are, how do they participate of the knowledge production process and which meanings do they produce about reality. In this perspective, this paper presents a survey of Vigotski’s appearance in the academic production of INFOC - Infância, Formação e Cultura, between 2003 and 2013. Considering thirty thesis and dissertations, in eight we found Vigotski as a reference to analize interactions and practices between children and between children and adults in kindergartens and pre-schools. One study takes place in a museum and two are about policies for Early Education and teacher´s training. This paper also analizes which of Vigotski’s books and concepts were taken as theorical sources. This survey focused on how the ideas of Vigotski, as an reference author of INFOC group, is present in each of the individuals researches.(AU)