Sobre os Autores

A vida dos seres humanos e marcada pela globalizacao, impondo uma interdependencia planetaria, provocando impactos, por vezes nocivos, para a humanidade como um todo. A perspectiva de superacao das situacoes de dominacao, de exclusao, de desumanizacao, esta na educacao alicercada em principios da solidariedade, da etica, da justica, tendo a democracia como principio norteador na gestao e efetivacao de um projeto de cooperacao internacional. Urge conciliar, vincular desenvolvimento economico e desenvolvimento humano, almejando a construcao de uma sociedade sustentavel.

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Educação: um tesouro a descobrir

The present study evaluated the efficacy of equivalence-based instruction (EBI) as described in the PEAK-E curriculum (Dixon, 2015) for promoting the emergence of derived geometry skills in two children with high-functioning autism. The results suggested that direct training of shape name (A) to shape property (B) (i.e., A-B relations) was effective for both participants. Following A-B training, both participants demonstrated emergent relations that are consistent with symmetry (B-A), as well as emergent shape name (A) to shape picture (C) relations that are consistent with transitivity (A-C). The results expand on existing literature by demonstrating the emergence of an A-C relation when neither A nor B stimuli were ever trained to C stimuli and illustrate the efficacy of EBI for training geometry skills.

Derived Equivalence Relations of Geometry Skills in Students with Autism: An Application of the PEAK-E Curriculum.

Maria Martha Costa Hubner, Miriam Marinotti (orgs.). Analise do comportamento para a Educacao: contribuicoes recentes (Santo Andre, ESETec, 2004).

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Análise do comportamento para a Educação: contribuições recentes

Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of Sao Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures’ methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 ≥ 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students’ ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.

The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

RESUMO Instituicoes de Ensino Superior de todo o mundo foram afetadas pela pandemia da Covid-19. O prolongamento das medidas de distanciamento fisico entre pessoas impoe a adaptacao do ensino presencial ao formato remoto. Isso exige planejamento e consideracao as condicoes de estudantes e professores. Neste artigo, sao propostas diretrizes para orientar o trabalho de gestores universitarios ao avaliarem as dificuldades e limitacoes impostas pela situacao emergencial decorrente da pandemia, bem como lidarem com elas, de maneira a promover condicoes de trabalho e pedagogicas, viaveis e seguras, a professores e estudantes. Tais diretrizes sao baseadas em uma concepcao de Ensino Superior orientada para o desenvolvimento da capacidade de atuacao profissional (em oposicao a transmissao de conteudo). Sao tambem baseadas em variaveis que interferem no processo educacional.

Ensino superior em tempos de pandemia: diretrizes à gestão universitária

A despeito de dados bastante solidos, as contribuicoes da Analise do Comportamento ao planejamento de condicoes de ensino tem sido subutilizadas. Este artigo objetiva compartilhar algumas dessas contribuicoes com o campo da educacao. Com base em trabalhos acerca das aplicacoes da Analise do Comportamento para a educacao, ofereceremos algumas orientacoes sobre aspectos relevantes envolvidos nos processos de ensino-aprendizagem aos quais os professores devem estar atentos. Dividimos as contribuicoes em tres categorias: contribuicoes da filosofia behaviorista radical; descricao e aplicacao de principios do comportamento ao contexto educacional; algumas propostas sistematizadas de ensino de base comportamental. Novos estudos poderiam aprofundar a descricao das contribuicoes comportamentais a educacao e destacar essas contribuicoes por areas.

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Contribuições da análise do comportamento à educação: um convite ao diálogo

In order to propose interventions that increase correct responses, investigations search for properties of arithmetic problems that hinder its solution. This study assessed whether the formation of two sets of addition and subtraction equivalence classes reaches that goal. It also investigated the effect of training in balance-type problem solving and the teaching of algorithms. Eight second to fifth-grade elementary school students served as participants. After the formation of classes, all participants showed an average growth of 25% at post-test 1. Later, at the end of the training in balance-type problem solving, there was an average growth of 25% in post-test 2. In Generalization Test 1, all participants showed correct responses above 75%. After the teaching of algorithms, an average growth of 8% was detected in Post-test 3, and 100% correct answers in the reapplication of the test generalization. The procedures employed produced gains in solving arithmetic problems behavior.

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Stimulus Equivalence and Increase of Correct Responses in Addition and Subtraction Problems

This study investigated whether the formation of equivalence classes among four types of addition problems increases the percentage of correct responses in problems with different forms of presentation, unknown positions and semantic structures. Eight 2nd to 5th grade Elementary School students with low percentages of correct responses in solving addition and subtraction problems participated in this study. After the formation of equivalence classes, an increase of correct responses in all problem types was observed. Then, the effect of teaching algorithms on solving addition and subtraction problems was investigated. No homogeneous pattern of improvement was observed after teaching these algorithms. Participants committed no errors on the generalization test. The results indicate that the adopted procedures contributed to improve the effectiveness of problem solving behavior.

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Equivalência de estímulos e redução de dificuldades na solução de problemas de adição e subtração

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Marcelo Henrique Oliveira Henklain

Papers

Ensino superior em tempos de pandemia: diretrizes à gestão universitária

Contribuições da análise do comportamento à educação: um convite ao diálogo

Stimulus Equivalence and Increase of Correct Responses in Addition and Subtraction Problems

Equivalência de estímulos e redução de dificuldades na solução de problemas de adição e subtração

Equivalencia de Estimulos y Aumento de Aciertos en la Solucion de Problemas de Suma y Resta