FE - Artigos publicados em periódicos

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Navegando FE - Artigos publicados em periódicos por Autor "Andrade, Débora Damacena de"

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    Criança em questão: repensando certezas com a família e a escola através das redes sociais
    (Universidade Federal de Goiás, 2020-12-31) Andrade, Débora Damacena de; Paranahyba, Jordana de Castro Balduino; Feitosa, Nayara Oliveira
    This work aimed to create a space of discussion and re flection along with the educators through the promotion of lectures and group talks in educational institutions, as well as the incenti ve of reflections on the blog “Children First”, and on social midias such as Facebook and Instagram. It all had as a goal to materialize and developt, in light of Psychology, several discussions surroun ding childhood aspects. Through online publishings it was possible to share, in an accessible manner, a knowledge built upon children’s learning and development, perfecting said discussions through in terchange of practical/theorical experiences. It is pointed out that the relation between psychological theories and educational praxis is given through an approaching that considered the dialetical ten sion of the theory and praxis, developing and reflecting upon them. Positive results were obtained through the qualitative analysis of the discussions raised in the lectures and online publishings.
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    Território da afetividade: a importância dos sentimentos e emoções na formação humana
    (Universidade Federal de Goiás, 2021-11-22) Santos, Sheila Daniela Medeiros dos; Lopes, Larissa de Carvalho; Feitosa, Nayara Oliveira; Santos, Evelin Geordana Rodrigues dos; Andrade, Débora Damacena de
    The affectivity, fundamental for human formation and critical consciousness, has been suppressed from school and non-school education. Faced with this, the present work reports an experience that starts from the extension project “History somewhat contrary… Children’s Literature, Critical Consciousness and Human Formation in the Centro de Trabalho Comunitário”. Its objective is to problematize the theme of affectivity, using children's books that are diametrically opposed to self-help books for children. Four meetings were held with children and adolescents, working on this purpose, anchoring them in the historical-cultural psychology. It was possible to name and experience feelings and emotions and understand their importance for humanization. In addition, affectivity was visualized as a historical-cultural process, concluding as an indispensable understanding to treating education as ethically committed practice.