Navegando por Autor "MOLON, Karina Silva"

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    Grupo com irmãos de pessoas com necessidades especiais
    (2006) MOLON, Karina Silva; SMEHA, Luciane Najar
    The relationship between siblings favors the development of both because the relation that if establishes is of reciprocity and complementary. For some children, the experience to have a "special brother" can be intensively positive, but for others the experience may be difficult. This research had as objective to provide the exchange of experiences between the siblings, as well as assisting them in the handling with its feelings related to the brothers and sisters, the parents, the family and with himself. Themselves was centered in a group of mutual aid, inside of theoric psychoanalysis line, characterized for a group of the homogeneous and opened type, having as participant six adolescents and daily pay-adolescents, with age varying between ten and thirty four years. The meetings of the group happened in the Nucleus of Practical in Psychology of the University Center Franciscano - UNIFRA, and there were two monthly meetings, having duration of 1h30min each and free participation. In a period from March through November of 2004. The space of the group allowed the participants to listen difficulties to their of day-by-day and mainly to the feelings coming from the living together with the siblings and assisted also in the meeting of new alternatives will deal with the differences.
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    Reflexões sobre a desmotivação dos estudantes em aprender e as dimensões afetiva, reflexiva e técnica no trabalho docente
    (2009) SANTOS, Bettina Steren dos; MOLON, Karina Silva
    The discussion about the importance of affectivity to the learning process is imperative. The article aims to discuss the relation between emotion and cognition emphasizing the importance of a positive link between teachers and students to initiate the concernment for learning. It highlights the complexity of the motivational process in view of the contribution given by affective-emotional, cognitive, social and unconscious aspects in human motivation. The present research was basedon a qualitative approach of exploratory type, characterizing it as a bibliographic survey. The work was based in Jesus (2004) and Huertas (2001) references in what relates to the study of school motivation, because our work proposal in the field of education shows epistemological compatibility with the beliefs of the above referred authors. The purpose was to search for bibliographic support to understand how the affective aspects contribute with the motivation to learn. We emphasize that analyzing how the concern or the indifference in learning takes place requires from the researcher a study about the interpersonal between students and teachers and, ultimately between knowledge and teaching didactics. We highlight: the relevance of the "reflection on and for the pedagogical action"; the influence of the historic and social moment in which we are living - full of instabilities and uncertainties - the necessity the educator should demonstrate in continuously study in search to update and analyze the daily practice and, join to a theoretical positioning about the educational approaches. We can conclude that the positive relations between students and teachers provide better global development of the individual, both for students and for teachers, because the possibility of a well-being influences learning activities and leads us to understand the invalidity of the dualist paradigm that separated affection and cognition.