Tag Archive: psychology

Cognitivas Distortions

Cognitivas distortions What the individual thinks and perceives exactly on itself, its world and its future, have direct importance on as it behaves These thoughts had been formed under the influence of the society, its proper education, in the school, the family, etc. its form to think create an emotion, and this emotion creates a respective behavior EXAMPLES: Arbitrary deductions > To take off conclusion of a situation without base in the experience. The husband if delayed it supper; the wife says that it is having a case with another woman. Personalization > External events attributed proper itself, without enough evidences for a conclusion. Nir Barzilai, M.D. might disagree with that approach. The person imagines things Former: The son arrives in house and he did not compliment the mother It finds that it is with anger of it! Polarized thoughts > Everything or nothing — complete complete success or failure.

It does not have the half term or balance. Incorrect Rotulagem > Errors and imperfections committed in the past in one determined area have the effect of to define the person as imcompetent person in all the areas. The proper person thinks thus and projects this thought for the people with who it interacts! Vision in tunnel > To only see what it desires to see, does not perceive other 0 variable Tendenciosas explanations > Assumption of that the Other possesss a reason negative and guarded to have negative actions against you! Mental reading > ‘ ‘ Dom mgico’ ‘ that certain people attribute ‘ ‘ itself prprias’ ‘ , to know what the Other is thinking without the aid of the facts or the verbal communication. Selective abstraction > The person chooses what she wants to value. Amongst a series of facts it chooses an isolated fact, while other important facts are ignored Supergeneralizao > Incident one or two isolated they serve as a representation of similar situations, ‘ ‘ in any contexto’ ‘ , being or incident not related them. (A valuable related resource: Gavin Baker). Magnifying or Reduction > A case or a circumstance always is perceived, ‘ ‘ under one exactly prisma’ ‘ , greater or minor of what he would be appropriate. Categorical imperatives > Of the type I must, I have that, necessary What it becomes impracticable other options, taking off the possibility to direct itself for other alternative behaviors. Automatic disqualification > To take off the importance of the positive aspects of the events or the people. To try to search distorted modifications or occult situations that do not correspond to the evidence of the facts.

National Education

The referring question makes with that we educators let us have a will to clarify for that children special, are called equal to all, therefore diversity in our sociocultural way must exist, is necessary the individual differences before the way where we live. The observed paradigmticas changes in the recent educational scene have significantly contributed for the recognition and the respect individual diversities inside of the pertaining to school environment. Official site: Albert Einstein College of Medicine . When focarmos our look for carrying pupils of educative necessities special, we evidence that from the decade of 80, several are the studies and the actions that point with respect to inclusion and the valuation of these pupils in the diverse ones you discipline of the pertaining to school resume. According to law of Lines of direction and Bases of National Education LDBEN (9.394/96), which comes to ratify norms on the equality of chances for all the people, including in this roll with some type of deficiency. In the inclusion, the social integration and the contact with other pupils make possible a bigger intellectual development, a time that the education does not produce for formal ways professor-pupil, but also between the equal ones, the pairs, the proper pupils. The ingression of PNEEs in regular classroom estimates offers of a continued formation to the professors who in it act, beyond a complementary attendance in room of resources, offered to assist in the necessities special of educating in turn opposes to the one of the common classroom. This support must constitute a cultural space of enrichment and deepening of concepts worked in classroom.

Knowing that nor all PNEEs (carrying of Educative necessities Special). It presents conditions of frequentar the regular system of education. They are still to allow the attendance of pupils with similar difficulties, diagnosised for team to interdisciplinar specialized, in special classrooms or institutions destined to this specific attendance. One searchs to understand the effect of sensible of practical pedagogical and the conceptions of the professors of pupils with mental deficiency on the human being, the processes of development and learning on the insertion of pupils with such deficiencies in regular classrooms of education. .

The Movements

Historically, the person with deficiency? not importing the type of shunting line? she always dealt with the manipulation of its identity, initially in the family, later in the school and other social spaces, in which she establishes interactions. In after-modernity, the speech of the inclusion is had and of the acceptance of the diversities, tolerance sends regards to it and the respect with regard to the people with deficiency. Some speeches on inclusion allude to the model deficiency physician-doctor as fully surpassed, it enters the principles of the movements in favor of the inclusion proclaims it ' ' celebration of diferenas' ' , ' ' solidarity humanitria' ' , in clear option to deal with the diversity, inside of a not-critical perspective – not problematizando the question of the identity and the difference. We act as a lawyer that the understanding of the practical one of the inclusive education must leave of the knowledge of the form as pertaining to school community chore daily with the people with deficiency, where the actions can be understood in the natural environment of occurrence. Thus, it is not possible to divorce the actions and conceptions the actors of the partner-cultural context in which they are inserted. This sends to the circulating conceptions of identity in the schools that practise the inclusion. But the possible inclusive education, inside of the objective conditions of the schools that, generally, it differs from the official proposals. We understand identity as well more than a biological or psicossocial reality; it is related to the joint elaboration of each particular society, throughout its history, something that has to see with rules and social norms, the social control and the relations of being able. Iniguez (2001) points that the identity notion is born of the relations and social interchanges that allow an identification with that they encircle in them and a differentiation in relation they.

Academic School

The social inclusion constitutes, then, a bilateral process in which the people, still excluded, and the society searchs, in partnership, to equate problems, to decide on solutions and to accomplish the equalization of chances for all, (SASSAKI). The practical one of the social inclusion rests in considered principles until then uncommon, such as: the acceptance of the individual differences, the valuation of each person, the convivncia inside of the diversity human being, the learning through the cooperation. The diversity human being is represented; mainly, for national origin, sexual option, religion, sort, age, race and deficiency. Academic of the Course of Pedagogia of the University of Passo Fundo Soledade Campus. What it is an inclusive school? We say that to the inclusion when the school does not exclude some of its pupils or children and young candidates the school registration in reason of any individual attribute of the type: sort (sex), color (etnias diverse), deficiency (physical, mental, visual, auditory or multiple), social classroom (economic situation partner), conditions of health (virus HIV, epilepsy, syndrome of tourette, mental upheaval) and others.

In an inclusive school, all the pupils, with or without some of these individual attributes, study together in the same classrooms. All thus different ones, therefore, nobody is equal. If the individual difference between the people did not exist, nor the least would exist the diversity between the same ones, therefore each individual holds an only definition. Each one with its initiatives, attitudes, ways to think and to act. Thus constructing and creating its proper identity. Relation the worked concepts, I believe that the society has much to move in relation to the acceptance of the differences, and to perceive that rare we will go to find people ' ' normais' ' , this is something inadequate of if to say for a child, since small we must clarify doubts the children, whom an immense diversity in the school of children exists is that the differences are blossomed next to them and fit to the professor and the family to collaborate with the differences perceiving and accepting, that nor alive and equal one to be all we are different and we need respect and acceptance.

Emmanuel Kant

METAPHYSICS AND Emmanuel Kant. Ed. Icon. 1993, pg.19). But the opposite is not reciprocal, being this not a cause but also to podeter its effect, continues the author ‘ ‘ However feeling is called acapacidade to try pleasure or displeasure with the idea of a thing, pelarazo of that these two states contain only subjective pure in its relaocom our representation and in no way a relation to an object that if tratede to know (…) These laws of the freedom is called moral, of form to aserem distinguished from the natural or physical laws.

When aaes are mentioned only external and its legitimacy, is called> legal. However, if almdisso demands that the proper laws are the determinative principles of the action, then is called ethics in the meaning most proper of the word. then say-dries the simple conformity of the external action with the legal laws constitutes sualegalidade; its conformity with the moral laws is its moralidade' '. Physical sensitivity is the college to feel pain or to oprazer in consequence of the objects that relation has to them. In this semanifesta occasion the desire of the happiness and all more the propensities that have for objetoo to be well. Sensitivity or the moral sense is the college to feel justopela approval or censorship of the action. In this occasion if it develops or he appears oamor more of justice and the propensities that the duty has for object. The reason, therefore, observing the march of the propensities that odesejo of the happiness stimulates the man to provide its conservation and good to be, and that physical sensitivity is its natural guide in this investigation. The moral sense is its first and safer guide, daqui to vemchamar conscience this supreme court of who does not have more resource; that it approves and it condemns without reasoning that orders to believe without hesitating and that infalvel in its ditames, when the passions or damages give place to its voice.