Navegando por Assunto "linguagem"
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Item Perfil Neuropsicológico das Alterações de Linguagem nas Demências Subcorticais da Substância Branca e Cinzenta(Universidade Federal de Goiás, 2009-08-03) LACERDA, Maria Carolina Cabral de; CAIXETA, Leonardo Ferreira; http://lattes.cnpq.br/9536747113677509In the twentieth century, it was believed that the injury cortical was the substrate of cerebral dysfunction neuropathological. Studies of dementia were primarily focused on disorders of the cerebral cortex and sub cortical gray region, which originated the concepts of cortical and subcortical dementia respectively. The report of dementia mainly involving the white brain received less attention. The aim of this study was to achieve a profile of changes in language and cognitive processes involved in changes in the white sub cortical dementia (DSB) and dementia sub cortical gray (DSC) and then compared with the control group and among themselves. Thus 15 patients were evaluated with DSB, 8 with DSC and 14 control subjects. We applied the following tests: Boston for Diagnostic of Aphasia Examination (BDAE), the Boston Naming Test (BNT), Token Test, Verbal fluency - semantic category and board Theft of biscuits. The results showed that the subcortical group showed worse performance with the control group, showing significant differences in the Boston Naming Test and on the evidence of comprehension and oral production and graphics for the Boston Diagnostic Test of Aphasia. The DSB group showed more significant changes when compared with the control group than in the comparison between DSC X control group. Despite the language is related to cortical involvement, our study showed that such changes are found in subcortical dementia and receiving influence of cognitive processes involved in language. Symptoms of changes in language were similar between groups subcortical, but in greater or lesser degree of commitment. The DSB group showed more impairment of comprehension and oral apraxia and DSC group is highlighted by changes in prosody and the presence of hyperkinetic dysarthria.Item O blog nas aulas de Matemática: um instrumento capaz de contribuir para que o aluno elabore e reelabore suas compreensões sobre seu conhecimento matemático?(Universidade Federal de Goiás, 2009-10-07) LUCAS, Marcello; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299Will Blog in Math classes be an instrument that can contribute to students elaboration and reelaboration of their understanding of Math knowledge? Starting from this question, this paper investigates the use of blog as a methodology resource to Math teaching in High School. It tries to understand and points to the viability or not of the use of Blog to contribute to the learning of Math and to the development of other necessary abilities to the learning of the subject as well as to life in society. The ability to read and write, for example. The research uses the phenomenological investigation. The data consisted of descriptions of the discussions held during the process of content production to be published on Blog. Convergencies were sought, in those descriptions, to make it possible to put in evidence the phenomenon searched without worrying to find generalizations, but the explicitation of the understanding of Math knowledge demonstrated by the subjects of the research through the produced material to be published on Blog in a certain time and context. Math classes whose validity will only be efficient through the active, persistent and persistent teacher performance as a member of the Blog. The teacher s characteristics of attentiveness and intentionality will help to motivate, resume, maintain and point aspects not yet approached and this investigate the dialog about the Math knowledge. It is possible, through the use of blog to create Math learning situations besides the creation of a classroom environment in which the students can elaborate and re-elaborate their understanding of their math knowledgeItem Da crise na educação ao impasse na formação continuada de professores(Universidade Federal de Goiás, 2008-10-02) SCARTEZINI, Raquel Antunes; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This highly bibliographical study is linked to the research line on Culture and Educational Processes in the Post-graduate Educational Program at FE-UFG. It questions the impasse generated in the ongoing formation of teachers, in which the guidelines are established by international organizations submissive to the liberal ideology. These guidelines had their origin in the operational changes of capitalism, and now respond to the demands of the theory of human capital both in what qualifies the teacher as worker, belonging to a working class, as well as the demand that the latter form his successors for the labor market. From the moment that education came to be considered an indispensable instrument in market expansion, its basis of political emancipation and personal expansion disappeared. To educate no longer means leading younger people to understand the laws of the world. According to the capitalist model, initial school education has to do with offering basic competencies which, throughout life, permit the subject to pursue his/her permanent formation which, in its turn, will allow him/her assimilate the latest knowledge and techniques demanded by the market. Caught up in the Capitalist Discourse, the teacher avoids acting subjectively as an adult responsible for the transition of young people to this world, because the founding rules of subjectivity are hidden under the false testimony that there is no law. However, linguistic laws are not subject to disguise and demand the interdiction of pleasure. This creates an impasse in the subject who hears the technoscientific discourse declare that there are no limits and therefore access to pleasure is free, but is faced with his/her own castration since s/he is unavoidably submitted to language