Abstract:Resumo A partir de uma retomada detalhada e comentada do episódio Volto já da série Black Mirror, o artigo discute a agenda atual da tecnociência em sua inflexão fáustica, com base nos trabalhos seminais de Hermínio Martins. Convoca, a seguir, José Gil para relacionar o impulso fáustico ao fechamento da porosidade da pele e à corrosão de Eros. Por fim, remete à proposta nietzschiana da arte de saber terminar como um contraponto aos sofrimentos com relação à perda e à finitude, tema central do episódio Volto já… Show more
“…A atividade imaginativa, a criação e a experimentação que estão constantemente evidentes nas brincadeiras, no brinquedo e no jogo, pertencem também aos fundamentos essenciais das aulas de Arte para crianças (87). as artes visuais oferecem à criança materiais lúdicos que podem levar a descobertas, conhecimentos, experimentação de possibilidades.…”
Section: O Direito à Participação Em Práticas Expressivasunclassified
Artistic practices can contribute to the development of students with Autism Spectrum Disorder (ASD) in specialized schools. However, the subject of TEA with arts still demands studies and teacher training in order to spread its use. This work aims to study the process of in-service training of a group of educators who works with students with ASD -moderate and severe level -, focusing on artistic practices with materials that enable sensory exploration. It is a qualitative study, an action research, based on historical and cultural theory. It was developed in an educational institution working with students with ASD in São Paulo, SP. Meetings and art workshops were held with educators, and some materials were used. At a second stage, educators performed the same activities with students. It investigated the process of contact, exploration, selection and acquisition of educators, the new experiences with the materials as a way to promote the approach and engagement in the activity with TEA students. The students focused on the study presented significant language limitations, restricted behaviors and little interest in educational proposals, hence the importance of seeking and providing sensory experiences that were exciting for them. Both workshops of educators and the students' experiences were recorded, photographed, and registered on a field diary. The data were analyzed in order to understand consonance and discrepancies, to better understand how the expansion of educators' repertoire reflected on the experiences they proposed while working with students with ASD. We hope this work contributes to the research on education for ASD, focusing on how educators can work with materials that allow different forms of sensory exploration in a playful way with students with ASD, moderate and severe level, considering the importance of establishing significant contacts with the world.
“…A atividade imaginativa, a criação e a experimentação que estão constantemente evidentes nas brincadeiras, no brinquedo e no jogo, pertencem também aos fundamentos essenciais das aulas de Arte para crianças (87). as artes visuais oferecem à criança materiais lúdicos que podem levar a descobertas, conhecimentos, experimentação de possibilidades.…”
Section: O Direito à Participação Em Práticas Expressivasunclassified
Artistic practices can contribute to the development of students with Autism Spectrum Disorder (ASD) in specialized schools. However, the subject of TEA with arts still demands studies and teacher training in order to spread its use. This work aims to study the process of in-service training of a group of educators who works with students with ASD -moderate and severe level -, focusing on artistic practices with materials that enable sensory exploration. It is a qualitative study, an action research, based on historical and cultural theory. It was developed in an educational institution working with students with ASD in São Paulo, SP. Meetings and art workshops were held with educators, and some materials were used. At a second stage, educators performed the same activities with students. It investigated the process of contact, exploration, selection and acquisition of educators, the new experiences with the materials as a way to promote the approach and engagement in the activity with TEA students. The students focused on the study presented significant language limitations, restricted behaviors and little interest in educational proposals, hence the importance of seeking and providing sensory experiences that were exciting for them. Both workshops of educators and the students' experiences were recorded, photographed, and registered on a field diary. The data were analyzed in order to understand consonance and discrepancies, to better understand how the expansion of educators' repertoire reflected on the experiences they proposed while working with students with ASD. We hope this work contributes to the research on education for ASD, focusing on how educators can work with materials that allow different forms of sensory exploration in a playful way with students with ASD, moderate and severe level, considering the importance of establishing significant contacts with the world.
Os impactos sociais do desenvolvimento de sistemas computacionaistem ficado mais evidentes nos últimos anos, e tem afetado a vida do cidadão comum em diversos aspectos. Formar um profissional consciente destes impactos, ajudaria a potencializar os aspectos positivos e mitigar os aspectos negativos das tecnologias computacionais. Neste trabalho, apresentamos uma proposta para o ensino de Ética em Computação que tem como objetivo fomentar o pensamento crítico dos estudantes, em um escopo mais abrangente do que simplesmente discutir questões éticas restritas ao campo da computação. Queremos que o estudante tenha um contato com diferentes escolas de pensamento filosófico e, ao final do curso, seja capaz de relacioná-las com questões que ele pode encontrar na sua vida profissional. Relatamos aqui a metodologia e as atividades que desenvolvemos e uma avaliação dos estudantes que participaram deste curso.
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