RCAAP Repository

This study has the analysis of the education representations present in the reports about teachers, schools, and teach methods in The Union Journal, at 1904 to 1930, as general objective. So, the identified reports show a representation of schools, teachers and teach methods, having been a consolidation and divulgation asset of the school identifies, when the teachers were shown as a quality element, certifying the success of educational and professional institutions. Using Chartier’s studies as reference, planed to work how the support texts and printouts organize the reading that might be done of them. This study used the Ginsburg’s index paradigm (1989) also, because that was the useful flair, the jab view, the intuition, during the search with reports about education in journals. In this manner, motivated by the historiographical search dimension and the desire of contributing to the Paraíba education history, parting by The Union Journal reports, the present search intends to collaborate with the studies that discuss reports, educational representations and pedagogical modernity in XX century first years.

This research investigated the process of social learning through the body communication modes of the students of elementary school from a public school at the time of the game Geometric Balance of the National Pact for Literacy in the Age One - PNAIC. We can question-problem: bodily communication modes present in the PNAIC game practice contribute to the development of social learning? The study aims to analyze social learning by bodily communication modes present in the game situation. It is a descriptive, qualitative, characterized as a case study. The study was developed with the collaboration of 24 children aged between 7 and 8 years of the 3rd year of elementary school at the Escola Estadual Gilberto Rola, located in the Rural Area of the city of Mossoró, Rio Grande do Norte. They were used as data collection instruments participant observation, the field diary, observation protocol and the dialogical group. The game Geometric Balance was implemented in the school routine in four classes conducted by literacy teacher accompanied by the researcher teacher. The collected data on participant observation and the field diary were analyzed by Analytic Existential Movement (Gomes-da-Silva, 2012; 2011; 2001) and the Social Cognitive Theory (Albert Bandura, 1986, 1977, 2008). Data from the dialogical group were investigated by content analysis (Bardin, 2011). The study shows that social modeling developed in the game Geometric balance was driven by body communication mode "primordial of fronting" by having a competitive character action immediately and creative. The so that children move is a means of driving the communication behavior modeling process and therefore social learning. We conclude that learning the game Geometric Balance depart directly from interactions between players in this communication process is to promote creativity and competitiveness between subjects, reverberating significant new interactive practices.

This study aimed to analyze the tension between the outlook on school retention and the institution of continued progression in PNAIC practice context. The specific objectives have sought to understand how the perspective on student retention acts in the interpretation and acceptance / non-acceptance of continued progression, identify the tension elements, reaction attitudes and / or accepting the continued progression within the practical context of PNAIC and know the perspective of literacy teachers about the guarantee of the right learning. The study was justified by the importance of understanding the perspective of literacy teachers, to understand how these educational protagonists interpret the student retention and the institution of continued progression, and how these interpretations are reflected in his performances in PNAIC practice context. Since this study analyzes perspectives on school retention shared by literacy teachers, it was necessary to know the theories which sought to explain the phenomenon of retention and school failure as well as know the current problem configuration. The analytical focus of the study was given on the practical context of the National Pact for Literacy in the Age One (in Portuguese language: PNAIC), taking as theoretical and methodological reference to the continuous policy cycle approach, thought by Stephen Ball and cooperators. Thus, it has aimed to understand the influence and production contexts giving rise to political texts that have sought to guarantee the right to education and especially guaranteeing the right to quality education, as well as the strategies and programs that longed quality assurance and focused more directly on the problem of school retention. Aiming to reach the proposed objectives, were adopted three instruments for data collection work: the enclosed questionnaire, the free observation and semi-structured interview. The data collected through closed questionnaires were processed from a quantitative point of view through statistical analysis. Qualitative data collected through semi-structured interviews and the free observation were treated from the perspective of content analysis (Bardin, 2011), but also based on the analysis perspective of the practical context, part of the continuous policy cycle approach. By the analysis it was revealed that the perspectives drawn up by literacy teachers about school retention exert direct implications on how to interpret and act in relation to continued progression, which generates tensions and even subterfuge within the PNAIC practice context.

Between the late 1950s and early 1960s, Brazilian society was marked by the flourishing of social movements which sprung up all over the country. The mobilization of the Peasants Leagues (Ligas Camponesas) and rural workers in favour of the land reform, the strengthening of the trade unions, the creation of the Workers' General Command (Comando Geral dos Trabalhadores), the military associations and the effervescence of the student movement were typical of that time. Under the National-development approach, Brazil demanded changes in various fields; Paulo Freire considered it a favourable time for the necessary transformations in our country. Thus, by means of historical-documental evidence about the 40 Hours of Angicos, we pursued information and conjectural fragments about the heuristic process of what was the first experience in the construction of the Freirean gnosiology, like “hunters” (GINZBURG, 1989). As object of study, the event in Angicos allowed us to problematize, more concretely, knowledge that shaped the way people behaved and acted in the 1960s. By means of methodological effort, we approached the protagonists of this experience with two objectives. First, to position ourselves closer to the students, to their cultural and social locus; to listen to their discourse and memories; to learn the ways each one of them – in their “customs in common” (THOMPSON, 1998), – possibly already aimed to gain access to the world of written culture. Second, based on the Coordinators of Cultural Circle (Coordenadores de Círculo de Cultura), to reflect upon their social and political class position; to analyse their choices and the reach of the relational dimension in that experience (perhaps, somewhat unconsciously, as a cultural inheritance). In the intersection of this protagonism, we freely unveil the concept of Circle of Culture (Círculo de Cultura) through the idea of Circularity (BAKHTIN, 1970 apud GINZBURG, 2006), by analysing the praxis developed in the Angicos experience. This thesis defends the urgency of agreeing new orientations and experiences that reflect upon and design an updated concept of popular education, as a way to subsidize the education of young people and adults and its investigative and dialogical heritage. In this way, we argue that more than five decades after that ebullient moment in Brazilian education, part of those marks should be re-territorialized. After continuous reflection about what was generated there, perhaps greater richness could have been better explored in the popular education processes. As a result, we conclude that Angicos synthesizes educational inspirations that provide – politically and historically –, the systematization of ideas and the direction of what we know today as Popular Education, despite the contradictions involved in the fulfilment of its execution.

This thesis was the object of study Specialization Course in Family Farming Peasant Education and Field UFPB, the National Programme for Education Planning: Students and Professional Qualification Training for Technical Assistance and Rural Extension - Agricultural Residence course, offered by the Program National Education in Agrarian Reform (PRONERA). The research aimed to investigate the concept of education and the preparation processes of (the) professional for a role in the peasant family agriculture, and specific objectives, seek to: a) conceptually to characterize the critical education; b) characterize the PRONERA as public policy to conduct the course Agrarian residence; c) To analyze the perceptions of the graduates about the educational processes of the course and its performances. The research was guided by the questions: how to conceive and develop the course professional training processes Agrarian Residence? The concepts and practices include the principles of critical education and rural education? The training enables foundation to guide the work of professionals towards the educator technical? The research, qualitative, consisted of a case study. Procedures and research tools consisted of analysis of documents and interviews with former students and teachers who worked in the course of a total of sixteen interviews. The result of this research process finds itself ready in seven chapters, and the final chapter focuses the results in more detail. Thus, we find, even occasionally, this course contributed to a critical formation and reaffirmed commitments teachers technical to strengthen a peasant family agriculture. As theoretical support, we use several authors: Prado Junior (1981); Furtado (2007); Silva (1998); Martin (1995); Jesus (2007); Demo (1996); Paiva (1987); Zotti (2004); Romanelli (1998); Saviani (2008); Fernandes and Molina (2004); Caldas (2008); Hofling (2001); Freire (1969, 1977, 1999, 2006); Caldart (2004); Brandao (1992); Gadotti (1992). The survey results show that after the course, there was a change in attitude and actions of educators Technical. All (the) respondents are working together with peasant family farming, on the NGO or field of schools with a methodology that recognizes and values the subjects.

The research constitutes the exploratory nature and is characterized as a link-shared investigation. The study reported here aimed to verify which practices, ideals, the internal settings, the prior knowledge and fundamental relationship. Thus, a scholar’s life can interact with both student and school. The study has been developed in a school with humanistic principles. The School Nossa Senhora do Carmo is a social project of Carmel Sacred Heart of Jesus and Mother Teresa, a school for farmers and people in less favourable social status located in the city of Bananeiras – PB. It was used the multi-referential approach to understand the object under study and analysis as its instruments such as cross methodologies, through individual and group interviews, meetings of educational records notes, documents, portfolio, PPP, academic book records and student committees , papers evaluation practices, expectations of research and projective techniques of multiple narratives. The School has its ideals grounded in humanistic experiences and consolidates its practices in popular education and rural education and seeks to develop a democratic management through collegiate instruments. With all the work, the School has helped in improving the quality of student life, teachers, staff and community. Besides it strengthens and adds the local culture knowledge and principles, as well as material element to its surroundings due to the commitment and hard work in the pursuit of an integrated and inclusive education, which includes free and liberating, humane and humanizing and by woven relations based on dialog and autonomy, where everyone feels part of the School itself.

The present thesis aims to discuss on the teaching practice of History in Brazilian public high schools. Our concernings started within our under graduation in History in 2004, when we taught at the preparatory school for “vestibular” called “Conexões dos Saberes”, designed to the poor from Joao Pessoa-PB. We have noticed, since then, that, in spite of the discourse and public policies that ease themselves to a dialogical teaching approach, we still face education practice based on just information transfer and disregard for students` social knowledge. Our reflections on this issue improved once we started working as a teacher in public high school in Paraiba, in 2012. In order to reflect on the teaching of History and its easing policies, we traced this general objective: to analyse the relation between Local History and Popular Education, being a pedagogical practice with citizenship and criticism, intended to students` emancipation and considering them as historical subjects. To accomplish this, we elaborated these specific objectives: to discuss Popular Education epistemological principles based on their historical trajectory in Brazil; to discuss on the teaching of History and Local History in Brazil; to investigate high school students` perception on the teaching of History and, finally, to connect the Popular Education theoretical and methodological principles to the Local History based on the local history project applied in the High school classes at Papa Paulo VI state school, where we work as a teacher in the last stage of basic education. We believe the teaching of local history is emancipating, brainstorming, and signifying when founded in the Popular Education conceptions, mainly regarding the reading of the context before the reading of the text itself, through the dialogue within different areas and, in this case, scientific, educational and popular knowledge, perceiving students as historical subjects. We defend this research`s social importance, for this is a try to discuss the pedagogical practice in the teaching of History, which has been dealt in schools focusing on the big heroes, and turned to have, now, according to Sharpe (1992), an opening for the history seen from below, that is, the excluded from official history. Our research is guided on a research-action basis, for it reflects the reality, never separating theory from practice nor attributing a better importance to one of them. Furthermore, this bias sought to involve the subjects in the investigation - who were, in this case, students from the school aforementioned -, in which they researched and wrote their own history based on a didactic project on Local History, which culminated in the creation of an e-book called A history of Cruz das Armas: told by students from Papa Paulo VI high school. From the data we obtained throughout this process, we proceed our theoretical reflection proposed in this thesis. In order to accomplish such aims, we are guided by authors as Fernandes (1995), Brandão (2009), Barbosa (2005), Barbier (2007), Schmidt (2009), Freire (2011), and others who contributed to our work.

Este estudio tiene como objetivo analizar el Programa Educativo de Resistencia a las Drogas y la Violencia - PROERD - mientras que el programa que articula dos ámbitos de la política pública , la seguridad humana con la educación, con el objetivo de prevenir el uso y abuso de drogas lícitas o ilegal por parte de niños y adolescentes y reducir las manifestaciones de la violencia en las escuelas. El trabajo intenta enfatizar la perspectiva pedagógica del rol profesional de seguridad pública , tradicionalmente involucrada con los modelos de seguridad reactivas . En el siglo XX , Brasil, en las políticas sociales y educativas ha experimentado proyectos en la educación y la seguridad pública , creados a partir de otras realidades y culturas. El aumento de la violencia social en la escuela básica ha guiado la creación de proyectos y programas de prevención al consumo de drogas que implican las unidades federales y diversos campos de las políticas sociales , la ampliación de los programas de prevención para evitar la violencia. Este estudio tuvo como objetivo analizar el Programa Educativo de Resistencia a las Drogas y la Violencia - PROERD en una Escuela Estatal de Campina Grande. Con los objetivos específicos destinados a: a) identificar los límites y capacidades PROERD en Brasil y en realidad educativa Campinense ; b ) identificarse con la experiencia de profesionales de la escuela PROERD en el contexto escolar ; c ) verificar que el PROERD ha ayudado a prevenir la violencia y el consumo de drogas ; d ) analizar la dimensión educativa de la acción preventiva por el PROERD en poder de la policía militar. Se trata de una investigación exploratoria con enfoque cualitativo para la recolección y análisis de datos, con los sujetos , los profesores, los estudiantes y la policía militar . Se trata de una investigación exploratoria con enfoque cualitativo para la recolección y análisis de datos, con los sujetos , los profesores, los estudiantes y la policía militar. Cuando la vida de niños , adolescentes y jóvenes en situación vulnerable a las mentiras en los estudios de contexto de la escuela y la comunidad se exigen la participación de reflexión entre la educación , la seguridad humana y la ciudadanía desde una perspectiva crítica. En este sentido , los resultados de esta investigación indican que la cifra PROERD como un programa educativo con buena aceptación dentro de la comunidad escolar , la apertura de un punto de vista de la prevención y el debate sobre las drogas y la violencia temáticos entre los estudiantes, comunidad escolar y la sociedad en general. Una actuación importante, ya que también permite una desmitificación del trabajo represivo de la PM con la sociedad, con un rendimiento que puede calificarse dentro de los principios de la Policía Comunitaria .

Este trabajo tiene como objeto de estudio el Programa Escuela Activa (PEA) y su propuesta de gestión escolar y la participación. Basado en el diseño de los profesionales de la enseñanza en la ciudad de Campina Grande-PB, de 2002 a 2012. La investigación buscó comprender los vínculos entre la propuesta de participación de la PEA y el concepto del Estado, la sociedad y el hombre llamado el neoliberalismo de la Tercera Vía, hegemónica en Brasil desde el inicio del siglo XXI. El estudio tuvo como objetivo identificar y analizar la configuración de la gestión escolar y la participación en las escuelas que implementaron el Programa en Campina Grande, en relación con el Departamento de documentos y entrevistas con profesores profesionales que trabajaron en los diez años de la PEA Educación. La investigación adoptó un enfoque cualitativo que implica estudio bibliográfico, análisis de documentos y entrevistas semiestructuradas. Las entrevistas se analizaron mediante análisis de contenido, que es guiada en la descripción, clasificación e interpretación del contenido de los mensajes estudiados. La encuesta permitió identificar que antes de la aplicación del PAE, las escuelas rurales de Campina Grande tenían un marco abandono por parte del SEDUC, la falta de recursos para la enseñanza y la falta de seguimiento a la labor pedagógica, la inseguridad física y la escasez de alimentos . Eso cambió con la implementación del SAP, debido al establecimiento de mecanismos de vigilancia para las escuelas rurales de la SEDUC-CG. En las entrevistas, el diseño de la gestión escolar que prevaleció fue la gestión compartida, ya que se basa en la aplicación por los segmentos de la comunidad escolar, especialmente los estudiantes, las tareas relacionadas con el buen funcionamiento de la escuela. La participación comunitaria en la gestión escolar se produjo de forma pasiva, la reducción de su presencia en los eventos / fiestas en las escuelas y actividades de SAP para el elemento de la Escuela y Comunidad. El concepto de gestión tradicional también fue identificado en la investigación, a través de testimonios que expresan la centralización de la toma de decisiones en la dirección de la escuela y la baja participación de la comunidad escolar y la gestión local. Además, se destacó que las acciones de la junta escolar, en la mayoría de las escuelas, se limitaba a las cuestiones de gestión de los recursos financieros.

In this study we proposed to reflect on the experiences and learning (re) constructed in the prison by female ex-prisoners and recidivists from the penitentiary system in the state of Paraiba. We focus our attention on understanding the biographical meaning which they attribute to that learning in the process of social reinsertion. In general terms, we developed an analytical reflection on the multifaceted character of the prison, and in particular on that which refers to that set of aspects which contribute to triggering off this learning in its social dimensions (which take place in formal, non-formal and informal processes of learning) and individual dimensions (which aggregate the subjective dimension). We start from the hypothesis that although the spaces of privation of liberty possess an anti-educational peculiarity, given their internal problematic structure (with marks of authoritarianism, rigid routine, overcrowding, etc.), they also constitute a locus of multiple learning – whether that be extracted from the field of their previous life (family, work, leisure, etc.) which in spite of being recreated in the prison, does not annul nor substitute it. Moreover, it remains as a reference for the interns and is produced in that context as an alternative for dealing with experiences of privation characteristic of imprisonment and as a strategy for shortening the sentence. The starting point for this approach were the results of the investigation developed during the master’s degree course, which, on the one side, revealed the strong relationship between women’s biographical learning and the motives which lead them to imprisonment and, on the other, showed the diverse possibilities of learning (not only those linked to crime) extant in the prison, although little perceived and considered in the educational processes there present. These results raised the key question of this thesis which is: if the learning acquired throughout life - by means of experience of socialization, was responsible for these women entering prison, what can we say when we add to this baggage of experience and learning (marked by the negation of basic human rights), a new repertoire of learning linked to the experience of domination and subjugation characteristic of the prison context, and at the same time to the ontological desire for liberty? Our interest in comprehending how a group of female ex-prisoners and recidivists redirected their lives after living the experience of prison led us to adopt the theoretical-methodological perspective of biographicity (ALHEIT e DAUSIEN, 1996, 2000, 2007). On the basis of this theoretical-methodological focus, we analysed the meaning attributed by these women to the learning produced and/or re-elaborated in prison, during the process of social reinsertion. From our analyses of their narratives, we understand that the learning which is prevalent in the construction of their biographies, while they are in prison, is that which is necessary for their survival inside. In all the cases narrated, learning to live together reveals itself to be an indispensable condition. In addition, it became clear that when the experiences and learning brought from other fields of life before the period of imprisonment (in the family, school, work, amorous relations, religion, etc. spheres) are added to these prison sociabilities they can both result in continuities and in ruptures and discontinuities on the post-prison biographical plan. But that also depended on the subjective meaning attributed to the learning in this context. Thus the conjunction of these sociabilities with the subjectivities helped these women to construct old and new postures in society, signalling the framing of the prison biographies and biographicities. In turn, we argue that to enlarge the chances of these women (with prison experience) of framing their biographies in the spirit of social reintegration, divested of the prison biographies (linked to recidivism), besides being necessary for enlarging the possibilities of learning in prison (by means of formal and non-formal effective educational actions), it is also necessary to give value to the informal experiences and learning (learning from living together) in the formative processes extant in that context. We conclude finally that the social reintegration of the imprisoned female population, translated in the framing of biographicities, depends as much on the articulation between the different ways of learning acquisition to which the prison gives rise as on educating society in order to achieve the goal of accepting these women back after the completion of their sentences.

The present study deals with the construction of knowledge in policy management: a study on the City Council for the Rights of Children and Adolescents from João Pessoa – PB (CMDCA-JP). This research fits into the context and issues surrounding the decentralized public administration in Brazil, more specifically within the “citizen participation program”, in order to assess what kind of knowledge is built from the relationship between councilors/ in (CMDCA-JP), and identify limits and possibilities for effective decentralization of policy, having as objectives: to analyze how the councilors evaluate the experience of management of public policies with equal participation between government and society in the City Council for the Rights of Children and Adolescents; analyze the knowledge constructed by the government council representatives and civil society in the dialogue process for the preparation and social control of public policies; identify the limits and possibilities for creating a new culture within the management of policies for children and adolescents, focusing on the CMDCA-JP. This objective will be studied based on the principle of administrative decentralization in the Federal Law 8.069/1990(ECA), which feeds the principles of active citizenship (Benevides, 1994), (Dagnino, 2002). To answer the questions raised, we worked with semi-structured qualitative research, and for data collection, intensive direct participant observation, field notebook, semi-structured interview, questionnaire and document analysis were used. We therefore consider that there are many challenges for decentralized public management and, it is clear that social participation produces knowledge from this exercise of co-management. This knowledge points to a new culture in public management, not preceding from the participation of civil society, through mechanisms of social participation.

The discussion about juvenile leadership in Brasil was expanded with more emphasis in the 90’s when it became part of the make work of various social movements, ONGs and academics study. The present studies bring the approach about youth an leadership focused on the contribuation made by the border line Project for the construction of educational actions. The work also bring an analysis of the actions of the Project with youth in the community of the district Alto do Mateus in João Pessoa. The period studied was the year 1991 to 2007 where used in qualitative research methodology, including some categories of studies such as: youth result shows of the existence of significant contribuation of PBL in the formation of the young protagonist in its social context, political and cultural.

The ratings used for the memory studies may vary from the nature of the encoding of stimuli, as to the time when the information remains stored for later retrieval and as the form of engaged learning. Thus, studies that evaluate the coded memory through active manipulation of objects, the haptic memory, are scarce, in particular the assessment of long-term oblivion rates. In the healthy aging process subsystems memory have different significant decline in its components. Therefore, the present study aimed to evaluate the real objects oblivion rates and family processed in the haptic and visual modality in two time slots to recall memories and recognition in a sample of 104 elderly people, of both sexes, without commitment cognitive. For this, a wooden box and a turntable for the presentation of haptic and visual stimuli, respectively were used. The procedure consisted of two phases, one phase of study (stimulus presentation) and another test (recall or recognition tasks), at intervals of 1 hour or 1 day. The Mann-Whitney test for independent samples showed significant differences in the recall task only at 1 day interval, with a superior visual recall of information (U = 55.50, p = 0.029, r =-0,60). In the assessment of the accuracy of recognition revealed that only 1 day interval was no significant difference, however, by superior to haptic condition (U = 55.50, p = 0.029, r =-0,55). In summary, the results show that for different memory tasks evaluation condition influences the forgetting rates over time. So it is necessary that new designs, with the addition of more extended periods of time, may bring further clarification.

INTRODUCTION - Parkinson's disease (PD) was first described in the early nineteenth century by James Parkinson. It is characterized by the presence of involuntary trembling movements, decreased muscle strength, tendency to body lean forward and gait. In Parkinson's disease occur several changes that affect the voice and speech. OBJECTIVE - The aim of this study was to compare the immediate effect of exercises Lee Silverman Voice Treatment® method (LSVT) versus Semi-occluded vocal tract in the vocal behavior of patients with Parkinson's disease. METHOD - The chapters have been described in the form of scientific articles, the first is a systematic review of the literature article entitled "Scientific evidence and restrictions of voice treatment in Parkinson's disease: a systematic review", the second is entitled "Evaluation of quality of life and vocal symptoms in view of the patient with Parkinson's disease ", and the third with the title" Comparison of the immediate effect of the Lee Silverman Voice exercises Treatment® versus Vocal Tract Semi-occluded in patients with Parkinson's disease. " RESULTS - The first article highlights the articles found in the forms of treatment: medication, surgical and rehabilitation for Parkinson's disease, referring to the sample of studies, the methods and techniques used and the completion of each study. The main methods and techniques used for vocal rehabilitation found in the article were: LSVT, Ear Monitoring, Wind Instrument and Music Therapy. In the second article the individuals affected by PD reported change in their quality of life and voice and vocal symptoms, which impact on their daily lives, which are arising from the vocal disorder triggered by the disease which have been achieved. And the third article showed that the immediate effects of exercise of the Lee Silverman Voice Vocal Tract Treatment® versus Semi-occluded cause the vast majority of benefits similar to the vocal parameters of acoustic analysis and perceptual evaluation of individuals with PD. CONCLUSION - The scientific production in the voice area that deals with Parkinson's disease is still scarce, the expansion of research that show new options of treatment methods and techniques for the voice that is increasingly necessary. The use of instruments of vocal self-assessment, the population of Parkinson will assist in the evaluation and therapy with the intent to facilitate individual patients' perception of the different aspects of their vocal production. The immediate effect of the vocal tract exercises Semi-occluded with high-strength tube is an effective alternative in voice therapy of Parkinson's disease.

This research aimed to investigate the effect of multiangularity of emotional facial expressions in the recognition and assignment of emotional intensity task. Three studies were conducted: 1) composition of a multiangular facial expressions set, 2) development of a set of 3D expressions and 3) comparison of recognition rates and assigning intensity of frontal facial expressions in relation to the left side ones in young adults. The results show 1) difficulties in obtaining three-dimensional faces, 2) the angle did not affect the recognition of expressions, 3) allocation of lower intensities for the left emotions and male faces, 4) best female performance in the recognition task, 5) increased recognition of women's faces and 6) less recognition of male faces. It was concluded that the ability to recognize emotions in facial expressions occurs regardless of the gender of the observer and the facial angle.

The population aging is a universal phenomenon and this causes an increasing concern with this population and the increase in the life expectancy. In regards to the elderly, the physical exercises are essential, therefore they assist in the prevention of the illnesses caused by aging and in the promotion of its independence and quality of life. This research had the general objective to analyze the effect of the Exergames in the cognitive performance (attention and memory) and functionary (balance, marches, daily force of the inferior members and activities) of elderly without dementia. One was about an almost experimental and quantitative research with accomplishment of daily pre-test and after-test, carried through before and after intervention of psychomotor protocol set of rules with Exergames. The final sample of 18 elderly was equally divided between experimental group and control. At an assisted living facility for elderly individuals, located in Joao Pessoa, thirty sessions of exercises utilizing theX-BOX 360 Kinect® and Nitendo Wii® consoles were carried through with a frequency of three times a week and one hour of duration a day. To evaluate the effect of the intervention, functional cognitive instruments were applied to the elderly participants. The data had been analyzed statistically through inferential tests of comparison of averages and the level of significance adopted in this research was of 5%. In the results it was observed in the comparison between the groups (intervention x controlled) that the training with Exergames contributed significantly for the improvement of the functional performance (p = 0.001) and of the activities of daily life (p = 0,015). In the cognitive performance, significant improvement in the general cognition was observed, through the Moca, in the group of intervention (p = 0,007) and in the immediate logical memory (p = 0.001) and delayed (p = 0,038) between the groups. Due to the preliminary results of this research, it is concluded that the Exergames work as a new strategy in health with the purpose to provide improvement and/or cognitive function maintenance in the elderly, promoting a healthy aging and contributing for the satisfaction with the practice of physical exercise.

Bullying is characterized by intentional, repetitive and persistent aggressive behavior, causing damage to the victim. Those involved in bullying may present behavior and emotions commitment. Aggressive individuals also demonstrate prejudice in decision-making. The objective of this study was to analyze the process of decision making and recognition of facial expressions in children who experience bullying. The study included 60 children aged between 10 and 11 years divided into 4 groups: offenders, victims, victims-offenders and control. Recognition tests of facial expressions, decision making and other executive functions pointed decision making deficit in offender group and deficit in cognitive flexibility and recognition of facial expression in the group of victims.The victims-aggressors shared negative characteristics of both victims and aggressors groups.This study shows that in addition to social and cultural variables, individual and neurocognitive variables also influence bullying behavior.

This research discusses the construction in the teaching of the feminization of social imagination in society of Paraiba, reflecting about the exemplary images in this process, i.e., how strong significance pictures established relationships between the idea of educating / teaching as something feminine and the expansion of female presence in the occupation of teaching positions at first in primary teaching. For such, a complex raid in discussions and analyzes of the images (verbal and visual) was necessary and the social imaginary. It consists of a study that used among other sources newspapers, magazines, pamphlet literature, scientific treatises, religious books, the iconography and the imaginary of the time, having as methodological reference the social imaginary perspective of Baczko (1985) and the notions of "symbolic handling" and "symbolic manipulation", inspired by the same author. This model of Sant'Anna Master, consecrated in Brazil since colonial times appears as important reference for the feminization of the act of educating and hence to the feminization of teaching. This image, extended in their symbolic attributes to his daughter Mary, in representing the Holy Mothers, helped to shape, along with the expansion of school education and purposeful action of political and intellectual elites, new modular images for women. At the beginning of the Republic, begins to leave the scene the image of "mother-teacher", inspired by the ethical and religious lines, to forge on its "ruins", images that point to the beginning of the formation of a "new" model republican and secular of "wife-mother-educator" as well as, new sensibilities and a new economy of affection for the teachers in schools.

Episodic-like memory is a subtype of declarative memory that refers recall an integration of where and when a certain event (what) happened. The hippocampus –subregions function in pattern separation process are key to mediating of episodic memory recall. Glutamatergic neurotransmission, particularly AMPA and NMDA receptors, have been characterized as essential in neuroplastic processes. Ketamine is a non-competitive NMDA antagonist available at clinical practice with effect on cognitive performance and plasticity. This study’s goal was to evaluate the acute action of ketamine on behavioral and neurochemical aspects of episodic-like memory through immediate-early gene expression (IEG), c-Fos. The experimental procedure was done at a circular arena, and consists of two training sessions and a test of five minutes each. In the first training, the animal was placed in a circular open field to explore four similar objects (A), after a 1 hour, the rats start a second sample with four other objects (B), two of those appear in different spatial locations relative for the first sample. In the test, four objects are shown, two recent-familiar (B) and two old-familiar (A), two displaced (A2, B2) and two stationary (A1 and B1). Forty-six 3-month-old male Wistar rats were separated in five groups. The home cage group (n=6; without apparatus exposure) was used to measure IEG basal expression. The other four groups, with 10 rats each, went through the behavioral test. One of them received saline 0.9% and the other two received 8 mg/kg or 15 mg/kg ketamine ip immediately after the second sample, while the control group received no treatment. All objects and spatial location in this protocol were randomized among groups. The analyses were blinded for groups and the behavioral measures were distance, speed and time of exploration in all sessions. The exploration ratio and discrimination ratio of the four objects in the test session were calculated. Wilcoxon test showed statistically significant differences between these pairs of objects in the control group: A1> A2, B2> B1 and A1> B1. The data indicate that these rats could integrate the three elements of episodic-like memory. The saline group demonstrated the same exploration pattern of control group for comparisons between A1>A2 and B2>B1, but statistical differences were not found between A1and B1. The Welch’s analysis showed a difference of c-Fos expression in all hippocampal sub-regions. The control group had the highest c-Fos expression in the dentate gyrus when compared to the other groups, suggesting the role of this sub-region for integration of episodic-like memory. The two sub-anesthetic doses of ketamine induced a deficit for this type of memory. The highest dose demonstrated a possible hypolocomotion effect, characterized by decreasing of total distance traveled and speed, compared to the other groups at the test session. In short, the deficit of episodic-like memory was characterized both as amnesic effect of ketamine and as decrease of c-Fos in the dentate gyrus of those groups, suggesting a possible role of this field in episodic-like memory formation.

The voice can express in some way or intensity our emotions. Thus, from the mometo what is experienced situations of stress, exposure and great fear, can reflect anxiety through voice.The aromatherapy is presented as an alternative method with significant results in reducing anxiety, with modifications proven aspects physiological, emotional and behavioral. Involves the therapeutic use of aromatic essences, essential oils (EO), usually combined with therapeutic massage, excitement of the olfactory system (inhalation) or intake, in order to induce relaxation and reduction or even elimination of some symptoms of anxiety. From the foregoing, we seek the objective of this research verify anxiolytic effect of Citrus aurantium L. essential oil (CAL) in neuropsycophysiological and vocal responses in college students. This work is divided into three articles: the first is a systematic review on the shoulders of essential oils and their volatile components in minimizing anxiety levels, as submitted for publication the Journal of Psychology Studies. The main conclusion presented the presence of 16 types of essential oils or components thereof with anxiolytic effects in animals and / or humans. Next, a second article in a systematic review, entitled "Anxiety levels and impacts on the voice: a systematic review", aimed at assessing studies that bring better understanding of the impact of anxiety in his voice. This presented as main finding the existence of a relationship between anxiety and presence of vocal, besides elucidating the ways of measuring the vocal aspects and anxiety. This will be submitted to Journal CEFAC. Finally, we present the third article, built with empirical data from a field study, which aimed to evaluate the anxiolytic effect of essential oil Citrus Aurantium L (CAL) in neuropsycophysiological and vocal responses in college students. Demonstrated that the essential oil Citrus aurantium L. showed no anxiolytic effect compared the variables to control and experimental groups, and was not significant compared to the moments before, during and after the ansiogência task. It was observed that the vocal parameters and speech pitch, loudness, voice quality, resonance, modulation, speed, incoordination pneumophonoarticulatory, hesitations and pauses shown to be important markers of anxiety level.