cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7451633.v1
title: The promotion of the use of cognitive strategies in high school students

description: Abstract The objective of this study was to verify the effects of an intervention in cognitive learning strategies in the curricular infusion modality. The participants were 26 students aged 16 to 19 years participated in the study. The research has divided in three moments: pre-test, intervention and post-test. In the pre- and post-test the Assessment Scale of Learning Strategies for Primary Education (EAVAP-EF) was applied. The intervention phase has developed over a period of 18 weeks, being two weekly meetings, totaling 36 classes organized in 13 sessions, according to the content to be worked. The results showed a positive effect of the intervention on cognitive learning strategies, especially in relation to the most worked ones and indicated that intervention by curricular infusion was possible. Thus, it has suggested that the intervention proposals accompany the entire process of student training, which requires the teacher to be a good learner.
DOI: 10.6084/m9.figshare.20006302.v1
title: Social knowledge in Piaget: a study of notions of strike

description: Abstract The study investigated the evolution of the social notion of strike through the meanings constructed by students of different levels of schooling, based on the understanding of social knowledge in the theoretical-methodological contribution of genetic epistemology. We have adopted the qualitative research, exploratory study modality, in which interview and design used, supported by the clinical-critical method. The sample consisted of 16 students, two in each grade (2nd, 4th, 6th and 8th years of elementary school, 1st and 3rd grades of high school and higher education (2nd and 4th year of Pedagogy course). three levels of understanding of social reality. And they indicated that social relations are necessary but not sufficient condition for the development of social notions, and that the school plays fundamental role in the training of subjects, providing access to information, the construction of social knowledge.
DOI: 10.6084/m9.figshare.7452599
title: School Psychology in the schools of Boa Vista (RR): teachers' conceptions

description: Abstract This study aimed to investigate teachers' conceptions about the possibilities of School Psychology (PE) in public schools in Boa Vista (RR) and to verify the demands in this context. There were 131 teachers with a mean age of 42.6 years (SD = 7.53), the majority being female (65.6%). These answered a single open-ended question and demographic questions. It has verified that the performance of the EP has conceived both within the clinical model and in a broader perspective of the school, converging to the so-called systemic model. In addition, the data reinforced the need of insertion of the EP in the school and indicated the emergent demands demanded by the current scenario of the Brazilian education. Despite the identified advances, there is still a challenge of overcoming the clinical vision of the work of the EP, through less exclusive professional practices and critical positions on the school reality.
DOI: 10.6084/m9.figshare.20006302
title: Social knowledge in Piaget: a study of notions of strike

description: Abstract The study investigated the evolution of the social notion of strike through the meanings constructed by students of different levels of schooling, based on the understanding of social knowledge in the theoretical-methodological contribution of genetic epistemology. We have adopted the qualitative research, exploratory study modality, in which interview and design used, supported by the clinical-critical method. The sample consisted of 16 students, two in each grade (2nd, 4th, 6th and 8th years of elementary school, 1st and 3rd grades of high school and higher education (2nd and 4th year of Pedagogy course). three levels of understanding of social reality. And they indicated that social relations are necessary but not sufficient condition for the development of social notions, and that the school plays fundamental role in the training of subjects, providing access to information, the construction of social knowledge.
DOI: 10.6084/m9.figshare.7452599.v1
title: School Psychology in the schools of Boa Vista (RR): teachers' conceptions

description: Abstract This study aimed to investigate teachers' conceptions about the possibilities of School Psychology (PE) in public schools in Boa Vista (RR) and to verify the demands in this context. There were 131 teachers with a mean age of 42.6 years (SD = 7.53), the majority being female (65.6%). These answered a single open-ended question and demographic questions. It has verified that the performance of the EP has conceived both within the clinical model and in a broader perspective of the school, converging to the so-called systemic model. In addition, the data reinforced the need of insertion of the EP in the school and indicated the emergent demands demanded by the current scenario of the Brazilian education. Despite the identified advances, there is still a challenge of overcoming the clinical vision of the work of the EP, through less exclusive professional practices and critical positions on the school reality.
DOI: 10.6084/m9.figshare.7452866
title: Social skills program for adolescents in preparing for work

description: Abstract Adolescents from unfavorable socio-economic backgrounds have less access to education and good working conditions. This social vulnerability requires the adolescents an elaborate repertoire of social skills to face the challenges related to the professional insertion and defense of their rights. The objective of this study was to evaluate the effects of a Social Skills Program to overcome interpersonal difficulties in different daily situations of adolescents who sought job opportunities. Twenty-six adolescents (age between 14 and 16 years) of low income participated, distributed through a lottery in two groups, one of intervention and one of control. The instruments of evaluation used were: Inventory of Social Skills for Adolescents and Field Diary. The intervention showed a significant effect on overcoming interpersonal difficulties related to the social skills of Self-control and Social-sexual Approach, considered important for social adaptation, discovery of sexuality and coexistence in school or work.
DOI: 10.6084/m9.figshare.7452866.v1
title: Social skills program for adolescents in preparing for work

description: Abstract Adolescents from unfavorable socio-economic backgrounds have less access to education and good working conditions. This social vulnerability requires the adolescents an elaborate repertoire of social skills to face the challenges related to the professional insertion and defense of their rights. The objective of this study was to evaluate the effects of a Social Skills Program to overcome interpersonal difficulties in different daily situations of adolescents who sought job opportunities. Twenty-six adolescents (age between 14 and 16 years) of low income participated, distributed through a lottery in two groups, one of intervention and one of control. The instruments of evaluation used were: Inventory of Social Skills for Adolescents and Field Diary. The intervention showed a significant effect on overcoming interpersonal difficulties related to the social skills of Self-control and Social-sexual Approach, considered important for social adaptation, discovery of sexuality and coexistence in school or work.
DOI: 10.6084/m9.figshare.7452473
title: Performance and practices in school psychology in Brazil: systematic review in periodicals

description: Abstract The present article aims to analyze how the performance and practices developed by psychologist (s) in the school and educational area are performed, as well as to carry out a systematic review in the period from January 2000 to September 2017, for access databases. Six articles were included and 168 others excluded after analysis. Actions have identified in: a) Primary and secondary schools; b) Higher education; c) Non-governmental organizations, focusing on actions for the development and learning of students. The difficulties have related to the low production in the area, conditions and work processes, fragility of the area in the institutional spaces and resistance to overcoming individual practices. The possibilities were based on associative, democratic and coherent practices in the professional insertion scenario.
DOI: 10.6084/m9.figshare.7452473.v1
title: Performance and practices in school psychology in Brazil: systematic review in periodicals

description: Abstract The present article aims to analyze how the performance and practices developed by psychologist (s) in the school and educational area are performed, as well as to carry out a systematic review in the period from January 2000 to September 2017, for access databases. Six articles were included and 168 others excluded after analysis. Actions have identified in: a) Primary and secondary schools; b) Higher education; c) Non-governmental organizations, focusing on actions for the development and learning of students. The difficulties have related to the low production in the area, conditions and work processes, fragility of the area in the institutional spaces and resistance to overcoming individual practices. The possibilities were based on associative, democratic and coherent practices in the professional insertion scenario.
DOI: 10.6084/m9.figshare.20006305.v1
title: School Engagement: Effect of Support for Parents, Teachers, and Peers in Adolescence

description: Abstract This work investigated the contribution of the social support of the family, teachers and peers to the school engagement. Participants were 504 adolescents, with a mean age of 15.88 (SD = 0.88) enrolled in high school in public schools. The instruments were Sociodemographic Questionnaire, Brazilian Delaware Student Engagement Scale, Social Support Appraisals and Delaware School Climate Survey. Results from the hierarchical regression analysis indicated that teacher support contributed prominently to the explanation of variance in emotional and behavioral / cognitive engagement. Family support proved to be a predictor only for behavioral / cognitive engagement. Peer support showed explanatory capacity for both types of engagement, after being jointly considered the influence of support from family and teachers. We conclude that social support seems to influence cognitive / behavioral and emotional engagement differently. A more in-depth understanding of school engagement may favor the implementation of interventions that are better grounded in the school context.
DOI: 10.6084/m9.figshare.20006305
title: School Engagement: Effect of Support for Parents, Teachers, and Peers in Adolescence

description: Abstract This work investigated the contribution of the social support of the family, teachers and peers to the school engagement. Participants were 504 adolescents, with a mean age of 15.88 (SD = 0.88) enrolled in high school in public schools. The instruments were Sociodemographic Questionnaire, Brazilian Delaware Student Engagement Scale, Social Support Appraisals and Delaware School Climate Survey. Results from the hierarchical regression analysis indicated that teacher support contributed prominently to the explanation of variance in emotional and behavioral / cognitive engagement. Family support proved to be a predictor only for behavioral / cognitive engagement. Peer support showed explanatory capacity for both types of engagement, after being jointly considered the influence of support from family and teachers. We conclude that social support seems to influence cognitive / behavioral and emotional engagement differently. A more in-depth understanding of school engagement may favor the implementation of interventions that are better grounded in the school context.
DOI: 10.6084/m9.figshare.20006308
title: Mapping and analysis of the enrollment of students with disabilities in three Brazilian public universities

description: Abstract The enrollment of students with disabilities in Higher Education is becoming more and more present in the Brazilian reality, however, it is difficult to draw a more realistic picture about the number of these students and their educational demands. This text critically portrays the graduation rates of students with disabilities in three public higher education institutions in the country. It is a longitudinal study that considered the procedures adopted in the identification of the entry and stay of these students, in the period of 2014-2015, raised by the consultation of the documentation of the institutions. The profile of graduates with disabilities, regarding the characterization and the form of self-declaration of the deficiencies instituted in the universities. It was noticed that the number of registrations is still timid, demonstrating the need for investments in affirmative and institutional policies, to guarantee the participation of this segment in the public university.
DOI: 10.6084/m9.figshare.20006308.v1
title: Mapping and analysis of the enrollment of students with disabilities in three Brazilian public universities

description: Abstract The enrollment of students with disabilities in Higher Education is becoming more and more present in the Brazilian reality, however, it is difficult to draw a more realistic picture about the number of these students and their educational demands. This text critically portrays the graduation rates of students with disabilities in three public higher education institutions in the country. It is a longitudinal study that considered the procedures adopted in the identification of the entry and stay of these students, in the period of 2014-2015, raised by the consultation of the documentation of the institutions. The profile of graduates with disabilities, regarding the characterization and the form of self-declaration of the deficiencies instituted in the universities. It was noticed that the number of registrations is still timid, demonstrating the need for investments in affirmative and institutional policies, to guarantee the participation of this segment in the public university.
DOI: 10.6084/m9.figshare.6124655
title: Accessibility Centers in Universities: reflections from an institutional experience

description: Abstract The current educational policy in the Brazilian context advocates the guarantee of an inclusive educational system at all levels of education. Data from the Higher Education Census of 2013 show an increase of 575.4% between 2003 and 2013 in the number of students with disabilities in higher education institutions. This growth stems from a set of measures inserted in the Brazilian legislation to guarantee access and adequate conditions of care for people with disabilities at this level of education. This descriptive-analytical, documentary-based study uses institutional norms as a source of data, from 2011 to 2015, with the purpose of describing the work of the Accessibility Center at the Federal University of Rio Grande do Norte / UFRN, and discussing some of this experience. The study seeks to contribute to the discussions about inclusion in Brazilian higher education, as well as the improvement of the support services offered in this context.
DOI: 10.6084/m9.figshare.6124655.v1
title: Accessibility Centers in Universities: reflections from an institutional experience

description: Abstract The current educational policy in the Brazilian context advocates the guarantee of an inclusive educational system at all levels of education. Data from the Higher Education Census of 2013 show an increase of 575.4% between 2003 and 2013 in the number of students with disabilities in higher education institutions. This growth stems from a set of measures inserted in the Brazilian legislation to guarantee access and adequate conditions of care for people with disabilities at this level of education. This descriptive-analytical, documentary-based study uses institutional norms as a source of data, from 2011 to 2015, with the purpose of describing the work of the Accessibility Center at the Federal University of Rio Grande do Norte / UFRN, and discussing some of this experience. The study seeks to contribute to the discussions about inclusion in Brazilian higher education, as well as the improvement of the support services offered in this context.
DOI: 10.6084/m9.figshare.6125459
title: Sense of inclusion of students with disabilities in higher education: looks from the Federal University of Juiz de Fora

description: Abstract This research aims to discuss the process of inclusion of students with disabilities in Brazilian higher education, with a special focus on the senses mobilized by this inclusion in the circulating discourses. With an exploratory-descriptive character, we use the Discourse Analysis from the French perspective to explore the process of meaning production in the official statistics on this inclusion in Brazil and in a federal institution of higher education, also conducting interviews with self-declared students with disabilities and other subjects that with these are related in the daily life of the university. With the analyzes undertaken, we identified flaws in the official data on the presence of students with disabilities in Brazilian higher education, related both to the absence of mechanisms to collect these data in the base institution, and to the non-recognition of the deficiency condition by students that have. Regarding the meanings of their inclusion, this has been evaluated by the subjects of higher education as a presence or as a provision of architectural accessibility, indicating a lack of preparation and lack of knowledge for the provision of conditions of permanence for this student in higher education, perpetuating barriers to their participation on equal terms.
DOI: 10.6084/m9.figshare.6125459.v1
title: Sense of inclusion of students with disabilities in higher education: looks from the Federal University of Juiz de Fora

description: Abstract This research aims to discuss the process of inclusion of students with disabilities in Brazilian higher education, with a special focus on the senses mobilized by this inclusion in the circulating discourses. With an exploratory-descriptive character, we use the Discourse Analysis from the French perspective to explore the process of meaning production in the official statistics on this inclusion in Brazil and in a federal institution of higher education, also conducting interviews with self-declared students with disabilities and other subjects that with these are related in the daily life of the university. With the analyzes undertaken, we identified flaws in the official data on the presence of students with disabilities in Brazilian higher education, related both to the absence of mechanisms to collect these data in the base institution, and to the non-recognition of the deficiency condition by students that have. Regarding the meanings of their inclusion, this has been evaluated by the subjects of higher education as a presence or as a provision of architectural accessibility, indicating a lack of preparation and lack of knowledge for the provision of conditions of permanence for this student in higher education, perpetuating barriers to their participation on equal terms.
DOI: 10.6084/m9.figshare.20006310
title: The educational orientation in the inclusive practices of Cuban Higher Education

description: Abstract This article is part of a study on the inclusion processes in the Higher Education in Cuba and its objective is to show the good practices of educational orientation to the students with Special Needs or some vulnerability situation. A case study is carried out at the universities of Holguín and Cienfuegos. As a result is obtained that the educational orientation is one of the components that aids the formative processes through the help to the professors, get supports in the attention to the diversity of the students on the organization of the learning activity, there solution of problems and the projects of life and to the parents so that they support their children in the taking of decisions. The study evidences that the articulation of postulates of historical cultural psychology, the pedagogic conception about the special educational necessities and of the social pattern of the Special Needs, it constitutes an appropriate basics with the purposes of the inclusion in the Higher Education.
DOI: 10.6084/m9.figshare.20006310.v1
title: The educational orientation in the inclusive practices of Cuban Higher Education

description: Abstract This article is part of a study on the inclusion processes in the Higher Education in Cuba and its objective is to show the good practices of educational orientation to the students with Special Needs or some vulnerability situation. A case study is carried out at the universities of Holguín and Cienfuegos. As a result is obtained that the educational orientation is one of the components that aids the formative processes through the help to the professors, get supports in the attention to the diversity of the students on the organization of the learning activity, there solution of problems and the projects of life and to the parents so that they support their children in the taking of decisions. The study evidences that the articulation of postulates of historical cultural psychology, the pedagogic conception about the special educational necessities and of the social pattern of the Special Needs, it constitutes an appropriate basics with the purposes of the inclusion in the Higher Education.
DOI: 10.6084/m9.figshare.6125381.v1
title: Analysis the conditions of the permanence of academics with disabilities in higher education

description: Abstract Considering that in the last fifteen years there has been an increase in the access of students with disabilities to higher education, it is necessary to implement institutional policies aimed at promoting accessibility. The objective of this study was to analyze the conditions of the permanence of academics with disabilities in higher education courses of a federal institution. The methodology used was exploratory in nature, approaching the case study technique. The procedures adopted foreseen the analysis of the contents of the institutional documents and the accomplishment of semistructured interviews. The research was developed in a public university, with the participation of 11 academics with disabilities and 11 directors of units. The analysis of the contents of the collected information allows to conclude that, although some advances have been made to make the university more accessible to the students, it is still evident the need of investments in infrastructure, in change of curriculum conception, in the training of teachers and other professionals , in the production and dissemination of information to disseminate the culture of inclusive education, so as to make feasible the conditions for students with disabilities to successfully complete their higher education courses.
DOI: 10.6084/m9.figshare.20006311
title: Inclusion in Higher Education: policies and practices at the Federal University of Grande Dourados

description: Abstract Considering the implications of the proposal for inclusion in Higher Education, this work aims to investigate the actions of the Federal University of Grande Dourados (UFGD), which have been focused in the last 10 years on the Academic Special Education Target (PAEE). Under the descriptive exploratory case study approach, the research data show policies, organizational practices and strategies, presented and discussed here in three thematic axes: a) Teaching, Research and Extension Actions; b) Services offered to PAEE; c) Inclusion in the UFGD: challenges and perspectives. The results achieved reinforce, in the microcontext investigated, the continuing need for a shared, collective and collaborative responsibility, in order to dislodge the most diverse barriers that are interposed, daily, in the course of university students with specific educational needs.