Objective: to comprehend the existing possibilities for the exercise of human rights by persons with mental disorders who are institutionalized in a psychiatric hospital, from the perception of professionals. Method: this is a qualitative descriptive-exploratory study conducted at a Psychiatric Hospital in the state of Sao Paulo, Brazil. For data obtention, eleven professionals responded to a semistructured questionnaire. The traditional content analysis proposed by Bardin based the data analysis. Results: the professionals know the human rights and try to preserve them in the hospital scope, although they recognize that the persons hospitalized are not entirely respected due to the lack of public policies or their non-suitability to the Brazilian reality. Final considerations: the structuring of extra-hospital services is necessary, as well as the comprehension of the professionals that act in psychiatric hospitals about the objectives and the functioning of such devices to assure opportunities of exercising rights by institutionalized persons.

http://www.scielo.br/pdf/reben/v73n1/0034-7167-reben-73-01-e20180519.pdf

Exercise of human rights of institutionalized persons: perception of psychiatric hospital professionals.

This paper is about an experience report on the teaching of robotics for people with intellectual and multiple disabilities who participate in classes of Specialized Educational Assistance in the Association of Parents and Friends of the Exceptional of Serra Talhada. The objective of this study is to present a multidisciplinary method for these classes, as well as to report contents taught and the resources used during the lessons. The results obtained were presented with positive contributions. Finally, the discussion is also presented in which the results are promising for the area of inclusive Educational Robotics. Resumo. Este artigo trata-se de um relato de experiência no ensino da robótica para Pessoas com Deficiência (PcD) intelectual e múltipla que participam de turmas do Atendimento Educacional Especializado (AEE) na Associação de Pais e Amigos dos Excepcionais (APAE) na cidade de Serra Talhada. O objetivo deste trabalho é apresentar um método multidisciplinar realizado para estas aulas, assim como relatar conteúdos ministrados e os recursos utilizados no decorrer das aulas. Os resultados obtidos foram apresentados de forma parcial trazendo contribuições positivas. Por fim, também está disposta neste artigo a discussão na qual os resultados são promissores para a área de Robótica Educacional (RE) inclusiva.

/pdf/ensino-de-robotica-para-a-promocao-da-inclusao-sociodigital-124okjkbs9.pdf

Ensino de Robótica para a Promoção da Inclusão Sociodigital de Pessoas com Deficiência: um Relato de Experiência

O presente artigo relata a realização de cursos presenciais para capacitação de 381 estudantes dos dois últimos anos do ensino fundamental de escolas municipais e estaduais, por meio de aulas práticas no âmbito da Robótica Educacional e da Internet das Coisas. O objetivo das capacitações é introduzir os conceitos de Programação Aplicada de forma lúdica, utilizando a cultura maker. Assim, é possível estimular o raciocínio lógico, a criatividade, a colaboração, a autonomia dos estudantes; além de promover inclusão digital e interdisciplinaridade, gerando interesse por Ciência, Tecnologia, Engenharia, Artes e Matemática (STEAM), promovendo transformação social através da Educação.

Robótica Educacional e Internet das Coisas como Ferramentas de Transformação Social

This paper presents the results of the extension project with interface the research “Robotics and Social Inclusion: Technology and Accessibility Applied to Teaching”, in which the primary objective was to establish a dynamic of interaction with the external community of UFSJ offering introduction to robotics classes to elementary and high school students of public schools in Sao Joao del Rei that achieved a low result on ENEM. This work also includes students with disabilities from these regular educational institutions. In total, eight schools participated in this project, and among the students there were four deaf, one schizophrenic, one with a sprinkle syndrome and one with intelligence deficit. The hypothesis put in check in this project was whether in heterogeneous group individual qualities of each element would stand out, for the good of the group, in detriment of their physical or cognitive limiting. Activities were developed to reach this purpose with the aim to offer more interaction and group work among students during the classes. In the end it was proposed the evaluation of the project based on discussions concerning the observations made by the robotic course instructors (Electric Engineering Students), Psychology students that accompanied the classes and professors who guided the project. Thus, in relation to the hypothesis that was primary in the project, after the systematic analysis of discussions and questionnaires by the Electrical Engineering and Psychology students and professors, it was concluded that the students’ team work overcame their physical and cognitive limitations.

/pdf/a-robotica-educacional-como-ferramenta-multidisciplinar-um-2t38376fpg.pdf

A robótica educacional como ferramenta multidisciplinar: um estudo de caso para a formação e inclusão de pessoas com deficiência

Implantation of public policies in mental health: the case of São João del Rei

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A robótica educacional como ferramenta multidisciplinar: um estudo de caso para a formação e inclusão de pessoas com deficiência

Implantation of public policies in mental health: the case of São João del Rei