Revista Gênero e Interdisciplinaridade

THE ROLE OF NEUROPSYCHOPEDAGOGY IN INCLUSIVE EDUCATION WITHIN THE SCHOOL CONTEXT

Gracilene Vieira da Silva — Sat, 09 Nov 2024 00:00:00 -0300

The current article, entitled The role of neuropsychopedagogy in inclusive education within the school context, has as its primary objective the examination of the work developed by Neurosciences and how they can collaborate or intervene through their neuropsychopedagogical knowledge in an educational institution. Hoping that means can be found that appropriately prove information that triggers obstacles in learning, knowing that the cause of this problem may be based on the various types of biopsycho and socio-familial disorders. Believing that every practical action of the school must provide an effective interaction of the student and, by understanding education as the only reason for the improvement of the human being and society, it is at this moment that the Neuropsychopedagogy professional begins to obtain a primary role in the approach and elucidation of the blockage found in learning during the literacy phase. For this reason, the work was developed through bibliographic research so that we had theoretical subsidies that extended the universe of investigation of the treatment given to the work of neuropsychopedagogists. Following the idea that guides the proposal of the National Curricular Parameters, all education committed to the exercise of citizenship needs to create conditions so that students can develop their competence and skills. The intention is to ascertain which skills and competencies such individuals have, so that a neuropsychopedagogical intervention that is most appropriate to their problem can be indicated. Understanding the purpose of the duties of the neuropsychopedagogue is a question that is necessary at this time.

EMPATHY AND THE SCENES OF SPEECHES IN THE WRITINGS OF ANTÔNIO FRANCISCO MELLO, PE. MELLO

Marcio de Lima Pacheco, Rawy Chagas Ramos — Sat, 09 Nov 2024 00:00:00 -0300

This article investigates the trajectory and intellectual legacy of Father Antônio Francisco de Mello, highlighting empathy in his speeches and his contributions to the historical and social context. Born in 1863, Mello addressed themes such as social justice and moral responsibility, encouraging ethical self-reflection. The analysis of his poems reveals three degrees of empathy: the experience of another person, the explanation that attributes meaning, and the objectification of the experience. The concept of ethos, based on Aristotle's Rhetoric, is central to the construction of the orator's image. The article also explores the discursive ethos according to Dominique Maingueneau, emphasizing the interaction between the ethos shown and said, in addition to the pre-discursive ethos. The research proposes a psychoanalytic analysis of the elements that influence the relationship between speaker and recipient.

PROFESSIONAL DEVELOPMENT IN BASIC EDUCATION

Sat, 09 Nov 2024 00:00:00 -0300

This article seeks to explore the perspectives and challenges faced by teachers in the context of basic education in relation to professional development. Based on an analysis of training practices and public policies aimed at teacher training, we will discuss the main trends and innovations that have emerged in the field, in addition to offering reflections on how these initiatives directly impact the quality of teaching and student learning. To this end, a bibliographical research was developed to find academic productions, finding authors who research on the subject, expanding the theoretical repertoire. Professional development in basic education faces challenges due to recent transformations in the educational environment. The search for quality, equitable and inclusive education becomes increasingly complex in view of the realities found in schools. In recent years, the profile of children has changed, requiring new didactic and practical approaches from educators. This evolution requires the creation of more dynamic learning environments and the use of innovative resources that can meet the diverse needs of students. Therefore, it is essential that education professionals reflect on their methodologies and seek alternatives that provide new meanings to the contemporary educational system. These changes not only challenge educators to adapt, but also offer opportunities for the implementation of pedagogical practices that promote more collaborative and student-centered teaching. It was concluded, therefore, that continuing teacher training is essential for us to meet the current and future demands of basic education.