Artistic activities and creativity in argentinian school-age children

Este trabajo pretendió evaluar si la realización de actividades artísticas influye en la creatividad. Se evaluó a 301 niños de 8 a 14 años de edad. Se estudió la creatividad desde una evaluación multicomponente, utilizando diversas técnicas (sociograma, test y escalas) y diferentes informantes (pares, padres y el propio niño). Los resultados encontrados indican consistentemente que los niños que realizan actividades artísticas obtuvieron puntuaciones más elevadas en la creatividad evaluada desde: la producción de dibujos (prueba de figuras del Test de Pensamiento Creativo de Torrance), la valoración parental y la autoevaluación de la personalidad creadora del niño (Escala de Personalidad Creadora hetero y autoevaluación de Garaigordobil, 2004), y la evaluación realizada por sus pares (Sociograma “Compañero Creativo” de Garaigordobil, 2004).This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).Fil: Krumm, Gabriela Liliana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina. Universidad Adventista del Plata. Facultad de Humanidades, Educacion y Ciencias Sociales; ArgentinaFil: Lemos, Viviana Noemí. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi". Grupo Vinculado CIIPME - Entre Ríos - Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. Horacio J. A. Rimoldi"; Argentina. Universidad Adventista del Plata. Facultad de Humanidades, Educacion y Ciencias Sociales; Argentin

Dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article

This article presents a study that aims to identify and analyze dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article. The data were collected in the Research Laboratory entitled 'Workshop of Reading, Writing and Rewriting of Opinion Articles', an activity of the Research Group UTFPR-CNPq LAD'Humano, in 2015. The opinion articles were written by first term undergraduate students of the Letters Teacher Certification Program in Portuguese-English of the Federal University of Technology of Paraná, Brazil, Pato Branco Campus. The writing of the texts was recorded by the software AutoScreen Recorder and Inputlog. The analyses are mainly based on Bakhtin, Volosinov, and Vygotsky and show that repair by lexical synonymy has the dialogic functions of addressing the target audience of the text, of textual adjustment, of giving the desired content to discourse and of acting in the process of construction of the writer's image. As "the meaning of the word is completely determined by its context" (BAKHTIN/VOLOCHÍNOV, 2014, p.109), it is the verbal and extraverbal context of a certain word choice that will contribute or not to building the meaning intended by the writer, and that is why synonymy study in the process of writing is important

A motivação dos licenciandos em Música da UNB sob a perspectiva da teoria da autodeterminação

Trabalho de Conclusão de Curso (graduação)—Universidade de Brasília, Instituto de Artes, Departamento de Música, 2019.O principal objetivo desta pesquisa foi investigar as motivações dos alunos de graduação do curso de Licenciatura em Música da Universidade de Brasília (UnB). As motivações foram consideradas em relação às seguintes escolhas dos alunos: escolha do curso, conteúdo do curso, relação com professores e colegas, e as possibilidades de trabalho após a conclusão do curso. A Teoria da Autodeterminação (TAD) foi utilizada como referencial teórico. Nesse sentido, o conceito de Self foi revisto, uma vez que a TAD está totalmente relacionada a este. Em seguida, foram levantadas algumas pesquisas relacionadas à motivação na educação e na aprendizagem musical para compreender os aspectos teóricos dessas motivações. A TAD foi desenvolvida durante os anos 1970 por Edward Deci e Richard Ryan, que propuseram um continuum de autodeterminação que classifica os tipos de motivação na seguinte ordem: desmotivação, motivação extrínseca (externa, introjetada, identificada e integrada) e motivação intrínseca. Esses agrupamentos foram compreendidos no modo como impactam as ações, os pensamentos e o comportamento das pessoas. Assim, o conceito de motivação à luz da TAD, à medida que expande as possibilidades de estudo para diversas áreas do conhecimento, trouxe resultados importantes para a presente pesquisa no contexto de ensino-aprendizagem na educação musical. Verificou-se que, apesar das dificuldades e necessidades de melhoria, os graduandos do curso de Licenciatura em Música da UnB se reconhecem autonomamente motivados, com ênfase nas motivações intrínseca e extrínseca por regulação integrada.The main objective of this research was investigating the motivations of the undergraduate students from Music Teaching major at University of Brasília (UnB). The motivations were considered in relation to the students: choice of course, course content, relationship with professors and colleagues, and the possibilities of job achieving after the conclusion of the course. SelfDetermination Theory (SDT) was used as theoretical framework. In this sense, the concept of Self was reviewed, since SDT is totally related to that. Following, it was surveyed some researches concerned to motivation in education and in musical learning to understand the theoretical aspects of these motivations. SDT was developed during the 1970s by Edward Deci and Richard Ryan who proposed a continuum of self-determination that classifies the types of motivation in the following order: demotivation, extrinsic motivation (external, introjected, identified and integrated) and intrinsic motivation. These groupings have been understood in the way they impact people's actions, thoughts, and behavior. Thus, the concept of motivation in the light of SDT, as it expands the possibilities of study for several areas of knowledge, has brought important results to the present research in the context of teaching-learning in musical education. It was verified that, despite the difficulties and needs for improvement, undergraduate students of the UnB Music Teaching course recognize themselves as being motivated, with an emphasis on the intrinsic and extrinsic motivations for integrated regulation