Minas Gerais Clinic-school

They seem clear, of this form, the benefits that could happen of creation of the psychological planto in the clinic-school of the course of Psychology of the PUC Mines in Arcs. This modality of attendance would be a form to offer immediate aid to the patient in crisis state, at the same time where it would contribute significantly for the personal and professional formation of the academic-trainee. In this direction, this research intends to consist as an instrument that contributes for the implantation of the psychological planto in the clinic-school of psychology of the PUC Mines in Arcs, with sights the one that this service is offered not alone for pupils and employees of the campus, but for all the community in general. 2 DEVELOPMENT 2,1 the clinic-school and its functioning the present monograph has, as proposal, a research of survey of the descriptive type, whose central object is to verify the importance of the implantation of the psychological planto in the clinic-school of psychology of the PUC Mines in Arcs. For this, one becomes necessary to present the functioning of the clinic-school and to weave some consideraes on service of psychological planto.

It is intended to offer to theoretical and practical contributions for one future implantation of the psychological planto in the clinic-school of psychology of the PUC Mines, in Arcs, Minas Gerais. It is justified, thus, the relevance of the research. Initially, it is necessary to delimit the concept of clinic-school adopted in the limits of this work. Lhr and Silvares (2006) appraise the clinic-school, in the scope of psychology, as a privileged place so that the pupil can develop and apply the knowledge acquired throughout its graduation. In more specific way, which can be affirmed that the clinic-school functions as a physical and social space, in the pupil carries through its period of training, participates of atendimentos and/or psychological interventions and improves practical its in the clinical demands.

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School Developments

Relating the problematic one with economic aspects, social politicians and. Group. Graph 7? Knowledge of the laws on Ambient Education When analyzing the data presented in graph 7, is evident that, although the existence of Federal, State and Municipal Laws that tutor the thematic one in question, 67% of the investigated professors says to be unaware of Ambient legislation. Practical ours as teacher of pedagogical support, it allows in to affirm them that this unfamiliarity, not only ambient, but in the too much areas that compose the pertaining to school resume, he is one of the great existing problems in the education, mainly in the public schools. David G. DeWalt often addresses the matter in his writings. We present now, the data gotten in the questionnaires applied to the learning: Graph 8? Agreement of the learning concerning what Ambient Education Analyzing graph 8, perceives that the learning not yet has clarity in the conceptualization of Ambient Education. This result evidences what it is come close discoursing throughout this article: the necessity of if working a formation adjusted in relation to the Ambient Education so that the professional if also becomes an ambient educator.

Graph 9? The Ambient Education in the school study object As he is described in the graph above, 68% of the pupils demonstrate that the school does not develop Ambient Education in the pertaining to school resume. By means of answers of the searched professors not if could wait another result of the pupils. Graph 10? knowledge of the alunado one concerning the Laws of the Ambient Education Through graph 10, we can perceive that the questioned pupils are unaware of the legislation, although 10% to affirm that yes. Exactly the ones that say to know the legislation, are perceived that they had not constructed this knowledge in the classroom and yes, in participation of events or ambient projects are of the pertaining to school scope. Graph 11? Participation of the learning in events related to the environment. . For even more opinions, read materials from Richard Linklater.

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Adolescent Education

The adolescence is a period of some changes that happen between the 10 and 20 years of age, marked for sped up and characteristic physical transformations of the puberty, different of the growth and development that occur in constant rhythm in infancy. These alterations are influenced by hereditary, ambient, nutricionais and psychological factors. Studies on the feeding of groups of Brazilian adolescents indicate occurrence of alimentary inadequao with absence of ingestion of milky products, fruits and hortalias and excess of sugar and fat (GAMBARDELLA, 1996). The general objective was to evaluate the alimentary habits of the adolescents in the Getlio School Vargas.

The study Vargas in the city of Manaus was carried through in the state school Getlio, where the sexos had been evaluated 56 students of the basic education of both, with etria band between 11 and 16, only two groups of 9 had been used basic education 8 and series. The evaluation of the alimentary consumption of the pupils was investigated through questionnaire, to verify the frequency that the pupils carry through its meals. According to given of the questionnaire, 69% of the pupils carry through the coffee of the morning and 31% do not carry through, 97% of the interviewed ones carry through the meal of the lunch and only 3% do not carry through and supper 87.5% of the pupils carries through this meal and only 12.5% do not carry through the meal of the supper. The main foods chosen for the pupils had been: meat of ox, hamburger, beans, eggs, salty fritos, stuffed biscuit, potato fries, margarina, cooling. Whereas fruits and hortalias had not been the preference of the great majority of the interviewed ones. 94% of the pupils carry through its meals in its residences and only 6% do not carry through one of the meals in house.

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Psychology In The Education

Although she has been recognized as science in 1879, it is clearly that psychology always existed, after all, the human being in all the time if it transforms. It is a study object that she aims at to know and to understand the human being in its totality, that is, biological, socially, emotionally and culturally. Some psychological theories give to support for several others, to start for Sigmund Freud, with the psychoanalysis. Experts of whom to have success in our bigger objective that is education, we need to enjoy of what psychology has stops offering in them, it comes to add and to clarify, if studied with seriousness and care. For more clarity and thought, follow up with Gerald Weissmann, MD and gain more knowledge.. It is certain that to reach the interest of the alunado one, it is necessary to use of some tools; to know what the look awakes them, we need to know where period of training of development they are.

The great error that if observes, is the trend that if has to affirm and to live deeply in practical its an only point of view, because to be only Piagetiano? If it cannot mesclar all the theories cited until here? Because not we use all for our advantage, in the accurate measure and time? While the scholars if to divide in groups, to paint flags and to defend an only thesis, with priority goal will not be carried through in its completude. To say that Freud was maken a mistake in its theory on the sexuality human being is to commit an error, as well as all discarding the study of Piaget on the maturation human being, and being only with the social historical theory of Vigotsky, without taking in account the character of the emotions of Wallon, for example, also is to bitolar itself. We, as professional of this so diverse and complex way, have to be apt and open to receive information, concepts and lines of direction of most diversified, for from there then adapting the same ones for our way, our reality contemporary.

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