Temas em Educação e Saúde

11

Authors: Claudionor Renato da Silva

The problem of this study, which is still an initial and incipient study, is the possibility of approximating Sexual Education to the assumptions of CT&i. A curriculum is proposed for school education and for non-school spaces that is born not only from research and production in the area of Sexual Education, but that is expanded to reflect and produce theories about the “industry of sexuality”, with innovations and scientific technologies resulting from the advance of computerized information. In this proposal, a provisional concept of “Scientific Sexual Education” (SSE) is elaborated, which, in its initial project, intends to be configured along the lines of Scientific Literacy. With bibliographic based methodology, the research problem is answered on two fronts: the first front, bringing the area of Sexual Education to CT&i from the Epistemology of Science. In the second front, to propose a methodology in the contributions of Scientific Literacy. One of the main results is the field of challenges that open up for a theoretical and methodological SSE project, for example, digisexuality, new “robosexual” technologies, digital sexual platforms, with games and “senses” promoted by the industry, relying on the science of human sexuality and attending to the well-being of its individual and collective users. The main conclusion is the positive (and “risky”) possibility of this approximation of Sexual Education with CT&i, especially in its complementarity with the emancipatory aspect of human sexuality used in Educational Sciences.

12

Authors: Jose Jailton Ribeiro

This article has the objective to identify and analyze some peculiarities regarding inclusive education, focusing on the autistic student and the teacher formation and pedagogical practices. We also intend to investigate education assumptions in Brazil, making an explanation about the teaching methods used in the classroom with autistic students, elucidate the importance of having an educational background in special education and working with students with autism or other type of disabilities. Identify the profile of teachers to work with different disabilities. Substantiate the historical process of special education teacher in Brazil, given the different social changes.

13

Authors: Micael Doria de Andrade, Rosangela Andrade Aukar de Camargo

The Meaningful Learning Theory proposes the construction of knowledge by valuing students' previous experiences. The objective was to report the promotion of meaningful learning in the context of health, education and culture based on artistic manifestations. This is a report of experience about the Pedagogical Intervention Project “Literary Coffee: Adolescents in Action - Protagonists of their own history”, which took place between February and May 2019 with high school students from a public institution in the rural area of Bahia, Brazil. The use of poetry, dramatization, dance and music as pedagogical tools instigated artistic skills among students, making them protagonists in the construction of knowledge. The students expressed their concerns and realized the role of the teacher as a notable mediator. It was evidenced the importance of art in promoting meaningful learning in the context of health, education and culture.

15

Authors: Rafael Alexandre Belo, Thanyere Cavalcante da Fonseca

This study is guided by the following research question: How does the family influence the learning of people with Autism Spectrum Disorder (ASD)? Was carried out an integrative literature review in the Scielo database (Scientific Electronic Library Online), through of combination of the following descriptors: autism; family; and learning. We’ve obtained 21 articles, between empirical (13) and bibliographic researches (8), which established the following relation with the research question: direct relation; indirect relation; relation while affirmative assumption. The results are in accordance that family participation in therapeutic and pedagogical interventions is important. However, there is a need to overcome a biomedical conception, in order to include systemic and inclusive conceptions, which conceived the roles of the family as protagonists in complex realities.

15

Authors: Paulo Alexandre Filho, Solange Aparecida de Souza Monteiro, Paulo Rennes Marçal Ribeiro

This article aims at proposing a didactic sequence involving written production linked to the Bakhtin dialogical perspective in contemporaneity. For this purpose, it will count on the DICTs and their multiple possibilities of use in the current era. Therefore, the reflection context will be explored synchronically, taking the BNCC as a parameter and the current situation of the Brazilian education for confrontation, reflection and proposition. Therefore, it aims at linking the discursive theory of genres to DICTs, emphasizing the need to incorporate this resource in pedagogical situations, without losing sight of the text as a basic unit of education, endowed with ideology and intentionality.

18

Authors: Carla Cristine Tescaro Santos Lino, Danielle Da Silva Pinheiro Wellichan, Michelle Maia Mendonça

This is a follow-up field study on the evolution of cognitive and psychomotor development of a child with total congenital deafblindness and Patau Syndrome, attending at a Specialized Care Center - Deafblindness in the interior of the State of Paraná. The child was identified as AC to guarantee the identity. The objective is to describe the child's performance in 2019 based on the methodology of Jan Van Dijk used for babies with deafblindness in pre-linguistic phase. Although the literature presents us with limited possibilities for these children, it was found that the professional must believe in early and continued stimulation to benefit the child's quality of life and allow hope for families. The results of Jan Van Dijk's methodology suggest that they are effective in individual care with the child, who favor alternative communication resources.

22

Authors: Eduardo Henrique Aranda, Fábio Tadeu Reina, Dirce charara Monteiro

The task of teaching literacy is still a challenge for the contemporary society and the search for effective literacy practices has been frequent among all responsible for this initial level of Elementary School. The constructivist researches have contributed considerably for the comprehension of the child’s reading and writing acquisition process, but it is necessary to observe that the unconditional adoption of this perspective has left aside the importance of activities developed in pre-school and that were considered as a preparatory period for literacy. This article aims to break with this unilateral thought according to which, in the literacy process, only the cognition is a basic condition, disregarding the perspective of a practice that includes psychomotor skills as an important element in this process.