Professor da Disciplina de Intervenção Psicopedagógica Professor of the Discipline of Intervention psychopedagogic
Pós-Graduação (Especialização) em Psicopedagogia Postgraduate Diploma (expertise) in Psicopedagogia
Universidade Gama Filho/ Idaam/RR. Gama Filho University / Idaam / RR. (2007/2008). (2007/2008).

Sugestão de artigos para leitura: Tip of articles to read:

Contra-Educação Counter-Education

Doenças X Sonhos Diseases X Dream

Conflitos Internos Internal Conflicts

Epilepsia Epilepsy

Esquizofrenia Schizophrenia

Clínica Psicoliterária Clinical Psicoliterária

Endorfina e Longevidade Endorphin and Longevity

Livro: INTERVENÇÃO PSICOPEDAGÓGICA - TEORIA E PRÁTICA Paper: INTERVENTION PSYCHOPEDAGOGUE - THEORY AND PRACTICE

Prof. Dr. Mário Carabajal - Ph.D.

Alguns temas encontrados nesta obra: Some themes found in this work:

- Passos ao diagnóstico em Psicopedagogia. - Steps in Psicopedagogia the diagnostics.
- Fundo Orgânico, Emocional e Institucional dos Déficits de Aprendizagem. - Organic Fund, the Institutional and Emotional Learning deficits.
- Distúrbio, Problema e Dificuldade de Aprendizagem. - Disorder, Problem and learning difficulties.
- Escuta Psicopedagógica. - Listen psychopedagogic.
- Diagnóstico Preliminar e de confirmação. - Preliminary diagnosis and confirmation.
- Organização do Consultório Psicopedagógico. - Organization of Inquiries Psicopedagógico.
- Sessão Avaliativa e de Confirmação Diagnóstica. - Session evaluative and diagnostic confirmation.
- Conselho Federal de Psicopedagogia. - Federal Council of Psicopedagogia.

Em âmbito escolar e fora dele, o especialista em psicopedagogia é o responsável pela boa orientação ao corpo docente e discente, técnico, populacional e profissional. In connection with school and outside, the specialist in Psicopedagogia is responsible for the proper orientation to the faculty and discente, technical, and professional population. Cria o(s) canal (is) e ou veículo(s) capaz (es) de dimensionar e direcionar os objetivos intrínsecos, naturais e científicos de conhecimento e difusão horizontal do saber, alinhando-os com a realidade psicomaturacional de todos aqueles que se encontrem envolvidos ou contexto o processo de aprendiza gem e sócio-evolutivo. Creates the (s) channel (s) and or vehicle (s) capable (s) of scale and drive the goals inherent, natural and scientific knowledge and dissemination of knowledge horizontally, aligning them with reality psicomaturacional of all those who are are involved or context the process of learning and socio-evolutionary approach.

PSICOPEDAGOGO PSYCHOPEDAGOGUE

O psicopedagogo é responsável pelo trato linear psicoevolucional dos seres. The psychopedagogists is responsible for the care of linear psicoevolucional beings. Sobretudo do aluno, sem prejuízo da orientação psicopedagógica a todos os envolvidos no processo formativo da personalidade, localização histórica, tecnológica e de perspectivas sociais em dinâmico processo evolutivo. Above the student, subject to the guidance psychopedagogic to all involved in the training process, the personality, historical location, technological and social perspectives in dynamic evolutionary process.

FRONTEIRAS DA PSICOPEDAGOGIA FRONTIERS OF PSYCHOPEDAGOGUE

As fronteiras da psicopedagogia, no âmbito educacional, ultrapassam os limites da escola, atingindo os familiares, além dos grupos de amizade; - os meios profissionais dos alunos trabalhadores. The boundaries of psycho-pedagogy, in education, beyond the limits of school, to family, in addition to the groups of friendship, - the trade of pupils workers. Suas atividades de lazer e formas de ocupação. His leisure activities and forms of occupation.

VISÃO PSICOPEDAGÓGICA VISION PSYCHOPEDAGOGUE

A psicopedagogia passa como que a rastrear, como um radar, tudo quanto interaja e ofereça valores que se fixarão conceitual e catexicamente, no âmago dos seres. The Psicopedagogia passes as the track, like a radar, when everything to interact and share values that determine conceptual and catexicamente, at the heart of human beings.

AÇÃO PSICOPEDAGÓGICA ACTION PSYCHOPEDAGOGUE

Promove tanto a paradigminimização de valores "axiológicos", externos, profícuos, quanto à paradigmaximização de valores improfícuos catéxicos, internos. Promotes both the paradigminimização of values "axiológicas", external, fruit, about the values of paradigmaximização fruitless catéxicos, internal. Investiga e apresenta caminhos facilitadores ao processo ensino e aprendizagem. Investigates and presents ways to facilitate teaching and learning process.

UM OLHAR DE ESPERANÇA Look for Hope

Breve está o dia em que nossas crianças, jovens, adultos e idosos, não apenas nos limites da escola, como também fora dela, poderão contar com algumas centenas de consultórios de psicopedagogia clínica. Estes clínicos dividirão seu profundo saber com os demais segmentos da sociedade. Short is the day when our children, youth, adults and elderly, not only within the boundaries of the school, but also outside it, you can count on a few hundred offices of Psicopedagogia clinic. These clinical split their deep knowledge with other segments of society .

EVOLUÇÃO DA PSICOPEDAGOGIA EVOLUTION OF PSYCHOPEDAGOGUE

Cursos de especializações, mestrado, doutorado, pós-doutorado e livre docência, voltados para públicos mais específicos, com maior delimitação de estudos e pesquisas sobre as variáveis impeditivas e obstacularizadoras das aprendizagens, devem se constituir em objetivos públicos. Courses specializations, master's, Ph.D., post-doctoral teaching and free, facing public more specific, with greater definition of studies and research on the variables and preventing obstacularizadoras of learning, they should be in public goals.

SEGMENTOS PSICOPEDAGÓGICOS MARKETS PSYCHOPEDAGOGUE

A psicopedagogia, a priori, não se limita tão somente à escola formal, regular, supletiva ou universitária, técnica, presencial, à distância e ou mesmo virtual. The Psicopedagogia, a priori, is not limited only to the school formal, regular, supplementary or university, technical, presence, at a distance, or even virtual. Abrange isto sim, todo o sujeito ou organização sob o amplo paradigma do processo ensino-aprendizagem. Intervém sempre que se observadas barreiras à aquisição, ampliação, sistematização ou mesmo utilização manipulativa e operacional de conhecimentos. Rather it covers the entire subject or organization under the broad paradigm of teaching-learning process. Intervenes whenever it is observed barriers to the acquisition, expansion, organization or even use of manipulative and operational expertise. Mesmo, onde se evidencie a dependência da criação de canais facilitadores e mediadores à interiorização, construção, ordena-ção e aproveitamento do saber. Even where there is the dependence of creating channels facilitators and mediators to internalization, construction, sort-ing and exploitation of knowledge.

PÚBLICO DA PSICOPEDAGOGIA THE PUBLIC PSYCHOPEDAGOGUE

A psicopedagogia não se direciona apenas e ou tão somente à criança. The Psicopedagogia is not only in and directs or just to the child. Também, acadêmicos, médicos, como os demais membros constitutivos dos segmentos sociais, se enfrentam com obstáculos ocasionais ou permanentes geradores de entraves, o que se reflete em forma de déficit de aprendizagem: pediátrica, geriátrica, de em-foque escolar, empresarial, ou particular, como ocorre com o idoso que quer se iniciar no mundo da informática e vê o computador um bicho complexo, como algo, a ele, inacessível. Also, academics, doctors, like other constituent members of social groups, are faced with obstacles leading to occasional or permanent barriers, which is reflected in the form of a deficit of learning: children, elderly, the in-focus school, business or particular, as occurs with the elderly who want to start in the world of computers and the computer sees a complex man, as something to him, unreachable. Ainda, o empresário, profissional liberal ou autônomo, com barreiras para si, familiares ou funcionários, no centro do processo ensino-aprendizagem. Still, the entrepreneur, professional person or unattended, with barriers for themselves, relatives or officials at the heart of the teaching-learning process.

EXEMPLO SIMPLES GERIÁTRICO SIMPLE EXAMPLE GERIATRICA

Podemos facilmente imaginar o quadro supracitado do idoso - os obstáculos naturais, inerentes à idade de um idoso que aos oitenta anos, pela primeira vez, se proponha a experiência de utilizar um computador. We can easily imagine the picture above the elderly - the natural obstacles inherent in the age of an elderly that the eighty years, the first experience to propose to use a computer. Neste momento, não só o psicopedagogo, como também, será de fun-damental importância a intervenção terapêutica do psicomotricista para uma maior apuração das habilidades motoras. Today, not only the psychology, but it will be of fundamental importance is crucial to therapeutic intervention of psicomotricista for further investigation of motor skills.

OBJETO DA PSICOPEDAGOGIA OBJECT OF PSYCHOPEDAGOGUE

Toda e qualquer dificuldade, problema ou distúrbio que se interponha ou crie obstáculos e barreiras à aquisição de conhecimentos, são temas e objetos de pesquisas clínico/tera pêuticas que encontram intervenção, equilíbrio e reversão na clínica psicopedagógica. Of any difficulty, a problem or disorder which seek or create obstacles and barriers to the acquisition of knowledge, are subjects and objects of clinical research / tera peutic found that speech, balance and reversal in clinical psychopedagogic.

PSICODIDÁTICA-PEDAGÓGICA

Direciona, o clínico psicopedagogo, as tendências didáticas e pedagógicas à vertentes de modelos, sempre sistêmica e planejadamente adequadas, compatíveis as fases e ou estágios psicomaturacionais de evolução, consciência e capacidade interpretativa e também assimilativa de quem as recebe. Directs the clinical psychology, trends didactic and pedagogic aspects of the models, always systemic and planning appropriate, consistent and the phases or stages of development psicomaturacionais, conscience and interpretative ability as well assimilated, those who receive. Sobretudo, propõe-se a psicodidática/pedagógica: - transforma os complexos conteúdos distribuídos indiscriminadamente ao imenso público de sua abrangência. Above all, it is proposed to psicodidática / teacher: - transforms the complex content distributed indiscriminately to the public for its immense scope. Este, de ritmo próprio de aprendizagem e características sempre incomensuravelmente particularizadas e individuais, devido a tantos fatores, como cultura e economia, variáveis sempre determinantes de novas cognições. This, in pace of learning and always features immeasurably particularizadas and individual due to many factors such as culture and economy, always determinative variables of new cognition.

TERAPÊUTICA PSICOPEDAGÓGICA THERAPEUTIC PSYCHOPEDAGOGUE

Afasta a consciência do paciente de conceitos místicos, como espíritos, demônios, castigos ou recompensas pós-existenciais. Move the patient's consciousness of mystical concepts such as spirits, demons, punishments or rewards post-existential. Conclama o ser a se localizar centrar em plena realidade suas atenções. Calls to be made to locate the center in reality their full attention. Ao precipitar-se no real. To huddle in the real. Reverte traumas e conceitos errôneos. Reverses trauma and erroneous concepts. Superposiciona, através de experiências construtivas, na mente do ser, idéias e ideais de comuns responsabilidades evolutivas. Superposition, through constructive experiences, to be in the minds, ideas and ideals of common evolutionary responsibilities. Propõe que o paciente leve ao plano de insignificância, àquelas anteriormente interiorizadas de abstrações inúteis e improfícuas. It proposes that the patient take the plan of insignificance, those previously internalized the abstractions useless and fruitless. Dá lugar a um novo ser, de efetiva e comprometida participação na realidade social, consciente e com objetivos. Give a new place to be, and committed to effective participation in social reality, knowingly and with goals.

OBJETIVO PSICOTERAPÊUTICO EM PSICOPEDAGOGIA OBJECTIVE IN PSICOTERAPÊUTICO PSYCHOPEDAGOGUE

Integrar o ser individual com déficit de aprendizagem às linhas médias comuns evolucionistas, com vistas a elevação de oportunidades pessoais, integração social, contribuição à evolução humana eo bem coletivo. Integrating the individual being with a deficit of learning the lines average common evolutionists, with a view to lifting personal opportunities, social integration, contribution to human evolution and the collective good.

CONDUTA PSICOTERAPÊUTICA EM PSICOPEDAGOGIA CONDUCT IN PSICOTERAPÊUTICA PSYCHOPEDAGOGUE

Parte de uma conduta alicerçada em princípios sempre humanos, científicos e naturais, debruçando-se sob as bases falseabilizadas de sustentação e testagem argumentatória, com pressupostos de caráter irrefutáveis e humanísticos. Part of conduct based on principles always human, scientific and natural, and will focus on the basics falseabilizadas of support and testing argumentatória, with assumptions that are irrefutable and humanities. Não rotuladores ou inibidores de potenciais que por ultrapassarem os li-mites médios de compreensão, exigem maior atenção, dedicação e dispositivos tecnológicos para o seu desenvolvimento. Not labeled or inhibitors of potential that exceeds the limit by mites average of understanding, require more attention, dedication and technological devices for their development.

CONSELHO FEDERAL DE PSICOPEDAGOGIA - CFPP FEDERAL COUNCIL OF PSYCHOPEDAGOGUE - CFPP

Já é plausível a organização do seu respectivo Conselho Federal. It is plausible the organization of their Federal Council. Depois de regulamentado em ato da Presidência da República, por pedido da Presidência Pró-Tempore de seu respectivo Conselho, encaminhar, ao Conselho Nacional de Saúde, o reconhecimento da classe de Psicopeda-gogos, como profissionais da área de saúde. After regulated in the act of the Presidency of the Republic, at the request of President Pro-Tempore of their Council, routing, the National Health Council, recognizing the class of Psicopeda-enable decontex as professionals in the health area.

PSICOPEDAGOGIA CIENTIFICA PSYCHOPEDAGOGUE SCIENTIFIC

Razão e lógica concorrem para a formação das bases concretas do conhecimento científico psicopeda-gógico. Reason and logic compete for the formation of the concrete foundation of scientific knowledge psicopeda-gógico. Conceitos errôneos, sobretudo nas bases originais de formação do ser, distorcem em muito, a promoção da vida e das ciências. Erroneous concepts, especially in original bases for training of being in very distorting, the promotion of life and sciences. Da vida pela programação original servir de lastro em suporte e apoio a toda rede neuroral, carregada de conceitos a expandir-se a partir da completa validação de suas premissas. Life for original programming serve as ballast in support and support for all network neuroral, laden with concepts to expand from the complete validation of their premises. Das ciências, para concorrer com os seguimentos de clínicos proximais à psicopedagogia, como psicologia, psiquiatria e psicanálise, cujos pressupostos servem de sustentação teórica e prática à evolução e crescimento dessa nova ciência. Science, to compete with the clinical follow-proximal to Psicopedagogia as psychology, psychiatry and psychoanalysis, whose assumptions used for theoretical and practical support to the development and growth of this new science. Na ausência desse comprometimento, comporá a vala comum das pseudociências, o que representa a perda de credibilidade nos meios científicos e desconsideração popular. In the absence of that commitment, composing of common pseudociências the ditch, which represents the loss of credibility in scientific circles and lack popular.

A cientificidade é o caminho natural de toda área que se proponha evoluir. The scientific way is the whole area of natural proposing to develop.

O caminho da política, para uma efetiva apuração, moralização, com o fim da corrupção, haverá de se encon The path of politics, for an effective investigation, ethical, with the end of corruption, will be found
trar com as ciências. shown with the science. Até lá, viveremos esse amadorismo explora dor, manipulador e de interesses. Until then, live amateurism that explores pain, defeat and interests.

EDUCADORES PSICOPEDAGOGOS EDUCATIONAL PSYCHOPEDAGOGUE

A especialidade de psicopedagogia em seu início era exercida apenas por psicólogos com visão psicanalítica - principal obra de suporte a todas as ciências que se proponham a uma investigação mais apurada da mente. The specialty of Psicopedagogia in its infancy was exercised only by psychologists with vision psychotherapy - main support masterpiece with all the science being proposed that a more accurate investigation of mind. Logo, a psicopedagogia, também encontra-se sob o paradigma do cientista austríaco, neurologista e escritor, psicanalista Sigmund Freud. Therefore, the Psicopedagogia, also is under the paradigm of the Austrian scientist, neurologist and writer, psychoanalyst Sigmund Freud. Com o tempo, professores tiveram acesso a esta área, multiplicando a possibilidade do atendimento à demanda do déficit de aprendizagem. Over time, teachers have access to this area, multiplying the possibility of answering the demand of the lack of learning.

EDUCADORES-MÉDICOS/ PSICOPEDAGOGOS EDUC-MEDICAL / PSYCHOPEDAGOGUE

Na década de 00 muitos professores se constituem, através de estudos e pesquisas cada vez mais profundos, em verdadeiros Educadores-Médicos no âmbito escolar. In the decade of 00 make up many teachers, through studies and research increasingly profound in real educators, doctors work in schools. Sobretudo, nossos educadores psicopedagogos, através da pesquisa, a cada dia, desvendam as várias incógnitas do complexo bio-psiconeurofisiológico, humano e social, dando passos significativos ao avanço desobstacularizado na aquisição do saber. Above all, our educators PSYCHOPEDAGOGUE, through research, every day, revealed the many unknowns of complex bio-psiconeurofisiológico, human and social, giving the significant progress desobstacularizado steps in the acquisition of knowledge. Rompem com para-digmas coorporativistas de aprisio-namento. Break with for-digmas coorporativistas of aprisio-operation.

INICIATIVA DIAGNÓSTICA EM PSICOPEDAGOGIA INITIATIVE IN DIAGNOSTIC PSYCHOPEDAGOGUE

O psicopedagogo ao contrário do que apregoam muitos teóricos, não deve limitar-se apenas a espera do chamado interventivo por parte dos professores e/ou da direção escolar, ou mesmo pela família. Deve isto sim, estar preparado para desempenhar seu papel no contexto escolar e sócio-familiar, utilizando-se de ferramentas e instrumentos auxiliares à detecção de distúrbios, problematizações e dificuldades que obstacularizam o processo, que aos olhos de outros profissionais, passariam desapercebidamente. The psychopedagogists unlike many theorists who claim should not limit itself only to the so-called interventional expected by teachers and / or direction of the school, or even by the family. Yes it should, be prepared to play its role in the school and socio-familial, using auxiliary tools and instruments to detect disturbances, that problematizations obstacularizam difficulties and the process, which in the eyes of other professionals, would desapercebidamente. A iniciativa diagnóstica psicopedagógica, sinaliza precursoriedade nas ciências, já que todas as demais se mantêm a espera de algo que as impulsione inicialmente. The initiative diagnostic psychopedagogic, signaling precursoriedade in science, since all the others are still waiting for something that the boost initially. O direito, por exemplo, mantêm-se inerte, até que alguém a provoque, forçando-se a agir. The law, for example, remain inert, until somebody to lead, forcing themselves to act. Também outros seguimentos aguardam, como experientes caçadores, até que suas presas caminhem em direção as sábias e sutis armadilhas por eles próprios monta-das. Other follow waiting, as experienced hunters, their prey until they move toward the wise and subtle traps for themselves the builders'. Daí a descredibilidade do direito. Hence the descredibilidade the law. Pois, mesmo quando provocado, demonstra ineficácia, com altíssimo grau de desonestidade e, sobretudo a mazela do corporativismo, como na medicina, onde os iguais recebem tratamento especial e diferenciado dos demais. Well, even when provoked, shows inefficiency, with very high degree of dishonesty and especially the illness of corporatism, as in medicine, where the same receive special and differential treatment of others. Jamais, ou quase nunca, respondem por cri-mes ou delitos, por serem julgados por seus pares. Never or almost never, account for ex-months or crimes because they are judged by their peers. Como também a política, votando suas próprias vantagens salariais, aposentadorias e benefícios. As well as policy by voting its own advantages wages, pensions and benefits. A exemplo da justiça também julgam em âmbito restrito os crimes, contra o patrimônio público. Sem jámais, ou com raríssimas exceções, apon tarem culpados. The example of justice at the judge also restricted the crimes against the public patrimony. Without ever, or with very few exceptions, raised supply guilty. Dessa forma encontra-se em vertiginosa queda de credibilidade. Thus is in vertiginous fall of credibility.

BASES AO DIAGNÓSTICO PRELIMINAR EM PSICOPEDAGOGIA FOUNDATIONS IN THE PRELIMINARY DIAGNOSIS PSYCHOPEDAGOGUE

Os déficits de aprendizagem, como também o comportamento e os relacionamentos conflituosos do aluno, devem ser objeto de observações constantes pelo psicopedagogo - com fim em um diagnóstico preliminar o mais rápido e preciso possível, facilitando ao aprofundamento multifatorial, com margens mínimas de erros e falhas quando do diagnóstico de confirma-ção. The deficits in learning, but also the behavior and the conflicting relationships of the student, should be subject to comments made by psychopedagogists - with a preliminary diagnosis in order to more quickly and accurately as possible by facilitating the deepening multifactorial, with little room for mistakes and failures When the confirmation of diagnosis-tion. Para tanto, mister a utilização de bases instrumentais de investigações diagnóstica trimestrais. Não sabemos quando os limiares de tensão limítrofes da depressão, pânico ou suicídio, estarão saturados. For this, mister the use of bases instrumental diagnostic investigations quarterly. We do not know where the thresholds of tension surrounding the depression, panic or suicide, are saturated.

FUNDAMENTAIS OBSERVAÇÕES À PRÁXIS PSICOPEDAGÓGICA FUNDAMENTAL TO PRAXIS PSYCHOPEDAGOGUE COMMENTS

Improfícuo e irresponsável se fazem o direcionamento do psicopedagogo voltado apenas e tão somente para o contexto escolar, sem a observância da extensão educacional, afetiva e cultural da criança, adolescente, adulto ou idoso, que obrigatoriamente encontra-se sob a influência de outros sistemas, como o familiar eo social. Fruitless and irresponsible are the direction of psychopedagogists and only just returned to the school context, without the observance of the extension educational, emotional and cultural development of the child, adolescent, adult or elderly, which is mandatory under the influence of other systems, as the family and society. Muitos, também profissional. Sem desconsiderarmos os pacientes de outros segmentos, fora da escola. Many, too professional. Without ignore the patients of other segments, outside the school. Fundamentalmente o meio familiar, afetivo e social, sempre devem ser cuidadosa, minuciosa e criteriosa-mente observados, ampliando-se a investigação a partir daqueles, de classificação fundamental. Basically the family environment, emotional and social, should always be careful, thorough and careful mind-observed, is expanding the investigation from those of basic classification. Nesta ordem, obviamente, na ausência de elementos desencadeadores objetivos de outras áreas. In this line, of course, in the absence of evidence trigger goals from other areas.

LIMITES DA AÇÃO PSICOPEDAGÓGICA LIMITS OF ACTION PSYCHOPEDAGOGUE

As possibilidades diagnósticas em psicopedagogia são muitas. The diagnostic possibilities in Psicopedagogia are many. Nos dias atuais, com o chamado da inclusão, contamos nos bancos da escola de ensino regular, com o cego, o surdo, o mudo, o hiperativo, o paraplégico, aliados as diversas formas de síndromes somadas a especificidades de necessidades especiais. Nowadays, with the so-called inclusion, relying on the banks of the school of education, with the blind, the deaf, the mute, the hyperactive, the paraplegic, allies on different syndromes added to the specificities of special needs. Desde distúrbios orgânicos, problemas emocionais e dificuldades institucionais. Since organic disorders, emotional problems and institutional difficulties. Todas de abordagem diagnóstica e intervenção terapêutica de competência dos psicopedagogos. All of diagnostic and therapeutic intervention approach of competence of PSYCHOPEDAGOGUE. Como vemos a ação psicopedagógica não se limita aos déficits psicológicos do processo ensino e aprendizagem como sugere o paradigma do binômio composto pelos termos; "psico" e "pedagogia" - enunciando psicopedagogia, resumindo-se ao estudo dos aspectos psicológicos educacionais. As we see the action psychopedagogic is not limited to psychological deficits of learning and teaching process as suggested by the binomial model of composed by the words, "psycho" and "pedagogy" - which states Psicopedagogia, summarizing to the study of educational psychological aspects. O especialista Psicopedagogo ultrapassa em muito esta fronteira, competindo-lhe a leitura e utilização de instrumentos e métodos de avaliativos, adaptabilidade de materiais didáticos e pedagógicos, adaptação curricular, planejamento da extensão escolar cllínica/hospitalar, observância de aspectos arquitetônicos impeditivos dos ideais de acesso e segurança à sala de aula, biblioteca, banheiros, áreas de lazer e refeitórios. The specialist psychopedagogists goes far beyond this border, with her reading and the use of instruments and methods of evaluation, adaptability of teaching materials and teaching, curriculum adaptation, planning the extension cllínica school / hospital, compliance with architectural aspects impede the ideals of access and security to the classroom, library, restrooms, recreational and dining areas. Além dos dispositivos e possibilidades recrea-tivas no âmbito escolar. In addition to the devices and recreational opportunities within school-ing. Também a congruência das ações, por parte dos envolvidos no processo ensino-aprendizagem. Also, the congruence of actions on the part of those involved in the teaching-learning process.
Consideremos ainda, no contexto supra, outros profissionais da escola, como o vigia, o porteiro, o zelador, a merendeira, a secretária, a bibliotecária e todos os demais integrantes do processo educacional. Consider also, in the context above, other professionals in school, such as watches, the janitor, the janitor, the lunch box, a desk, the librarian and all other members of the educational process. Sejam gestores, orientadores, pedagogos, profe-ssores. They are managers, supervisors, teachers, in Case ssores. Sem exceção, devem estar afinados ao fim de serem das partes constitutivas e mesmo operantes, ativas e responsáveis à formação ideal a que se busca alcançar. Without exception, must be relayed to the end of the constituent parts and even working, active and responsible for training the ideal that is seeking to achieve. Além da filo-sofia. In addition to the phylum-sil. Esta, de precipitação no real educacional. This, of precipitation in real education.

CAUSAS DE ORIGEM DO DÉFICIT DE APRENDIZAGEM CAUSES OF ORIGIN OF DEFICIT OF LEARNING

Para formarmos um conceito inicial da problematização encontrada na anamnese e elaboração do diagnóstico psicopedagógico sem que se encerre sua abrangência. To form the initial concept of a problematisation found in the history and development of diagnostic psychology unless they quit their coverage. Observemos a extensão e desdobramento de causas que dão origem ao déficit de aprendizagem, objeto máximo da interenção psicopedagógica: febre; dor de cabeça; cólicas intestinais; verminose, visão parcial; audição limitada; olfato; tato; equilíbrio; reflexo postural; deficiências; múltiplas relacionadas aos centros de mediação e comando de atividades cognitivas, inconscientes e motoras, como: cérebro, cerebelo, medula e também os nervos, cujo os desdobramentos podem inter-ferir leve ou significativamente em um ou mais componentes dos sentidos e mesmo na capacidade de organização do indivíduo. Observe the extent and causes of breakdown that give rise to the deficit of learning, object's maximum interenção psychopedagogic: fever, headache, intestinal colic, worms, partial vision, limited hearing, smell, touch, balance, postural reflex; disabilities; multiple Related to the mediation centers and command of cognitive activities, unconscious and driven, such as brain, cerebellum, spinal cord and the nerves, with the unfolding may hurt inter-light or significantly in one or more components of the senses and even the ability to organize the individual. Também obstacularizar ou mesmo impedir a interiorização, memorização e aproveitamento de conteúdos e conceitos. Also obstacularizar or even prevent the internalization, storage and use of content and concepts. Ainda; - o entendimento lógico; a prática na aplicabilidade dos conhecimentos. Still, - the logical understanding, the practice in the application of knowledge. Além da comunicação, criatividade, localização temporal e espacial. In addition to communication, creativity, temporal and spatial location. As freqüências cíclicas cerebrais, em ondas saturadas podem interferir na atenção e por conseqüência no aprendiza- do. The frequencies cyclical brain in saturated waves can interfere with the attention and consequently in the learning. Podem as freqüências cerebrais bloquear o processamento de informações e/ou, dependendo de sua in-tensidade, estimular a criatividade ou ainda colocar o ser em estados de na-gústia, ansiedade, depressão e pânico - bem como de alegria e satisfação, repercutindo necessariamente no processo ensino aprendizagem. The frequencies can block the brain processing of information and / or, depending on your in-tensidade, stimulate creativity or even be put in the states of in-gusta, anxiety, depression and panic - as well as joy and satisfaction, reflecting necessarily in teaching learning process. A combinação entre emoções e sistema hormo nal, ativam e desativam, regulam e imprimem a produção de hormônios. The combination of emotions and hormones system status, enable and disable, print and regulate the production of hormones.

Emoções e sistema hormonal, coman dam neurotransmissores, equilibram ou desequilibram as trocas celulares; contração e relaxamento muscular, sensação de desconforto ou conforto, insegurança ou segurança, frustração. Emotions and hormones, neurotransmitters driven dam, the trade balance or throw phones, muscle contraction and relaxation, feeling of discomfort or comfort, security or insecurity, frustration.

MEIOS DETERMINANTES AO DIAGNÓSTICO EM PSICOPEDAGOGIA DETERMINANTS MEANS IN THE DIAGNOSIS PSYCHOPEDAGOGUE

Além do que já foi dito quanto a enorme abrangência de possibilidades a serem consideradas ao diagnóstico e intervenção psicopedagógica, necessitamos considerar os aspectos sócio-culturais, econômicos, ambientais e institucionais. Beyond what has been said about the huge range of possibilities to consider the diagnosis and intervention psychopedagogic we need to consider the socio-cultural, economic, environmental and institutional. Neste último, institucionais, encontram-se a família, esco la, religião, o Estado e suas leis. In the latter, institutional, are the family, the school, religion, the state and its laws. A escola, em particular, deve ser considerada em toda a sua abrangência; aspectos didático-pedagógicos, ralação entre professores e alunos - direção, currículos, estrutura arquitetônica, gestorial e profissional. The school, in particular, should be considered in all its comprehensiveness, teaching-learning aspects, ralação between teachers and students - direction, curricula, architectural structure, gestorial and professional. A genética e fatores psicógenos devem ser considerados à elaboração do diagnóstico e inferências interventivas. The genetic and psicógenos factors should be considered in drawing up the diagnostic and interventional inferences.

CENTRO INTERSECCIONAL DE CONVENGÊNCIA DIAGNÓSTICA EM PSICOPEDAGOGIA CENTER OF intersectional CONVENGÊNCIA diagnosis in PSYCHOPEDAGOGUE

Diante a tantos e variados fatores de possíveis origens de déficits de aprendizagem, com vistas na formulação de um diagnóstico à intervenção psicopedagógica, elementarmente necessitamos delimitar as causas apontando para um "Diagnóstico Preliminar", base ou ponto de partida à intervenção propriamente dita, objetivando reverter ou minimizar os efeitos da origem do déficit, adequando-se a realidade das distâncias a um centro comum indu-dedutivo Interseccional entre os conteúdos desejados, a paradigminimização do déficit e também a minimização das possibilidades diagnósticas. Facing the many and varied factors of possible sources of deficits in learning, aimed at formulating a diagnosis to intervention psychopedagogic, define the causes need elementare pointing to a "preliminary diagnosis," or basic point of departure to the intervention itself, to revert or minimize the effects of the origin of the deficit, bringing to reality the distance to a common heart intersectional indu-deductive between the desired content, the paradigminimização of deficit and also minimizing the diagnostic possibilities.

FUNDO, CAUSA E ORIGEM DO DÉFICIT DE APRENDIZAGEM FUND, CONSIDERATION AND ORIGIN OF DEFICIT OF LEARNING

Observa-se que o fundo, origem e causa, ainda que convergentes, o primeiro refere-se ao paradigma como um todo (fundo do déficit). It is observed that the background, origin and cause, although converging, the first refers to the paradigm as a whole (bottom of the deficit). Enquanto que as causas e origens apontam para a unidade do Déficit (causa) eo que o provocou (origem). While the causes and origins point to the unity of Deficit (question) and what caused the (original).
Fundo Orgânico - refere-se aos distúrbios de aprendizagem. Fund Organic - refers to disorders of learning.
Fundo Emocional - refere-se aos problemas de aprendizagem. Emotional Fund - refers to the problems of learning.
Fundo Institucional - refere-se às dificuldades de aprendizagem. Institutional Fund - refers to learning disabilities.

Causas do déficit - acidentes diversos (domésticos e profissionais); tentativa de, e ou aborto (químico e instrumental); - traumas emocionais; drogas, alimentação inadequada ou carencial; meios e culturas; educação e ambiente; econômico; trabalho; familiar; social; psíquico; neurológico; fisiológico; biológico; físico e orgânico. Causes of the deficit - various accidents (and professional); attempt, and / or abortion (chemical and instrumental) - emotional trauma, drugs, food or inadequate carencial; and cultures, education and environment, economic, labor, family, social ; Psychic, neurological, physiological, biological, physical and organic.

Origem do déficit - tóxicos; profissional (equipamentos industriais, serras/açougue e serraria); doméstico (pisos, ácidos, óleos, venenos; gases tóxicos); fogo; líquidos quentes; brigas conjugais; agressões físicas. Origin of the deficit - toxic; occupation (industrial equipment, saws / butcher shop and sawmill); home (floors, acids, oils, poisons, toxic gases), fire, hot liquids, marital fights, assaults.
- Aborto: - medo dos pais em relação a gravidez; imposições dos homens; carências e dificuldades econômicas; vê a gravidez eo filho como obstáculo para estudar, trabalhar e namorar; vergonha e rejeição social; comprometimento da liberdade. - Abortion: - fear of parents in relation to pregnancy; charges of men; shortages and economic difficulties, pregnancy and child sees as an obstacle to study, work and dating, shame and social rejection, impairment of liberty.
- Traumas: - morte de familiares, com- panheiros e ou amigos; doença, morte ou perda de animais domésticos e de estimação; humilhações, injúrias e injustiças; traições; coações; perseguições profissionais, relacionamentos complexos; furtos, assaltos e seques-tros; situações de quase acidente. - Traumas: - death of family members or friends-and panheiros; illness, death or loss of domestic pets, humiliation, insults and injustices, betrayals; coações; persecution professionals, complex relationships, thefts, burglaries and other dry - ; Situations of almost an accident.
- Drogas: - insegurança, imaturidade, condução por amigos, ilusões, fugas da realidade, impotência econômica e sexual. - Drugs: - insecurity, immaturity, driving by friends, illusions, escapes from reality, economic and sexual impotence.
- Alimentação: - toxinas, como as que encontramos na carne (Putrefina), além dos agrotóxicos; gorduras... - Food: - toxins, such as those found in meat (Putrefina), in addition to pesticides; fat ...
- Ambiente: - poluição de: ar; som (intensidade e ou quantidade); visual; freqüência cíclica cerebral. - Environment: - pollution from air, sound (or intensity and quantity); visual brain often cyclical.
- Educacional: - sugestões contra-educacionais (músicas, filmes). Métodos contra-didáticos, exames quantitativos, privações fisiológicas, discriminações; mesma posição por horas. - Education: - suggestions counter-educational (music, movies). Counter-teaching methods, examinations quantitative, physiological deprivation, discrimination; same position for hours.
- Econômico: - carências alimentares; carências de vestuários; transporte; lazer; descanso; higiene (materiais de); livros; cultura; educação; qualidade de vida. - Economic: - food shortages, lack of clothing, transport, leisure, rest, hygiene (material); books, culture, education, quality of life.
- Trabalho: - excessos de esforços: paralelepípedos, sacas de alimentos, deslocamento de pacientes...). - Labor: - excesses of effort: parallelepipeds, sacks of food, displacement of patients ...). Ocorre em: sítios, fazendas, lavouras, canaviais, olarias, carvoarias, construções, serviços gerais, nos hospitais por técnicos em enfermagem, ruas por força de calor e frio excessivos, sol e chuvas por lixeiros e trabalhadores braçais, militares (privações fisiológicas, políticas austeras, meios hostis, exigências excessivas); LER (lesão por esforços repetitivos). It occurs in: sites, farms, crops, sugarcane, pottery, coal, construction, general services, by technicians in hospitals, nursing, streets because of excessive heat and cold, sun and rain by workers and dumps arms, military (physiological deprivation, policies Aust, hostile media, excessive demands), RSI (repetitive strain injury).

- Social: - as origens sociais encontram na família suas bases originais. Muitas inseguranças, medos, vergonhas, timi- dez, fracassos, incompatibilidades, falta de persistência, desajustes gerais, culpas, inferioridades (filhos humilhados); e superioridades - megaloma-nias, resultantes de valorização exces siva e indiscriminada de todos os atos da criança; mesmo aqueles erroneos; egocentrismo; irredutibilida-des; falta de planejamento e ou estra-tégias, têm como principais focos irradiadores bases inconsistentes, valores incoerentes, falsos, como verdadeiros mandados parentais de injustiça, fo-bias psicossugestivas errôneas de sustentação, exemplificação, experiências e orientação familiar. - Social - the social origins are in the family their original bases. Many insecurity, fear, shame, TIMI-December, failures, inconsistencies, lack of persistence, inconsistencies general, guilt, inferiority (children humiliated), and superiority - megaloma-Nias Resulting from excessive exploitation and indiscriminate approach to all acts of the child, even those erroneous; egocentrism; irredutibilida-des; lack of planning and strategy or strategies, as have major outbreaks irradiated bases inconsistent, inconsistent values, false, as true Warrants parents of injustice, were erroneous bias psicossugestivas of support, examples, experiences and family orientation. Muitos vícios e hábitos insalutares à saúde são adiqüiridos por imitação de modelos de fami liares desajustados, muitos viciados e incapazes de oferecer valores morais e diretrizes mínimas de base à estrutu ração da personalidade do ser em formação. Many pros and insalutares health habits are adiqüiridos by imitating models of family topics inappropriate, many addicts and unable to offer moral values and the basic minimum guidelines for structural change in the personality of being in training. Alguns pais inconscientes se orgulham frente a amigos demons trando que o filho (uma criança) "já é um homenzinho" oferecendo-lhe um copo de cerveja ou vinho, onde a criança, sem parâmetros de certo e errado, senão aqueles advindos dos pais, aceita no cálice o início de uma possível e nefasta degradação pessoal. Some parents take pride unconscious front of friends trando demonstrate that the child (a child) "is already a little man" offering him a glass of beer or wine, where the child without parameters of right and wrong, but those coming from parents, accepts the cup the beginning of a possible degradation and bad guys. Pais mandam que os filhos "homens" mostrem o pênis em sinal de machismo. Parents who send their children "men" showing the penis as a sign of machismo. Conduzem os filhos "homens" a prostíbulos para sua primeira experiência sexual. They lead the children "men" to brothels for their first sexual experience. Outros são capazes de submeterem as próprias filhas, sobretudo se de criação, aos seus doentis caprichos e taras sexuais, gerando profundas raízes traumáticas, de difícil reversão. Others are able to submit their own daughters, especially if breeding, their patients and Taras sexual whims, generating deep roots traumatic, difficult to reverse. Familiares, pais, mães, tios, irmãos, ouvem músicas de conteúdo psicossugestivo com duplos sentidos de inconfundíveis objetivos a criar valores distorcidos nos filhos que assimilam a tudo - validando e incorporando lixos em suas frágeis estruturas em processo de formação. Families, fathers, mothers, uncles, brothers, listen to music content psicossugestivo with double meanings unmistakable aims to create distorted values in children who assimilate to everything - validating and incorporating waste in their fragile structures in the training process.

Observe-se que todo o déficit de aprendizagem, muito mais que "falta de vontade" do aluno, conta com um histórico. Please note that all the deficits of learning, much more than "lack of willingness" of the student, has a history. Este, é comum, soma-se em desdobramentos em várias frentes, repercutindo em múltiplas formas, dando origem a algumas novas causas, expandindo em fundos outros que não àqueles originais. This is common, is joined on unfolding on several fronts, reflecting in many ways, giving rise to some new causes, expanding in funds other than those originals.

Passos ao diagnóstico psicopedagógico Steps to diagnose psychology

1) Diferenciar os entre três fundos de origens dos Déficits: orgânicos, emocionais e institucionais. 1) Differentiate between the three funds from sources of deficits: physical, emotional and institutional. Neste último encontramos a família, escola e seus respectivos métodos didáticos e pedagógicos; associações e meios sociais, culturais, científicos e ou profissio nais; religião, seitas e segmentos místicos; Leis e interferências executivas, sejam do Município, Estado ou União. In the latter find the family, school and their teaching methods and educational, media associations and social, cultural, scientific and professional or national, religious, mystical sects and segments; laws and executive interference, whether the City, State or Union

2) Reconhecer as três classes distintas em seus respectivos grupos: 2) recognize the three distinct classes in their respective groups:

Distúrbios, problemas e dificuldades. Disorders, problems and difficulties.

Grupo I - Fundo Orgânico; Group I - Organic Fund;
- distúrbios de aprendizagem. - Disorders of learning.
Grupo II - Fundo Emocional; Group II - Emotional Fund;
- problemas de aprendizagem. - Problems of learning.
Grupo III - Institucional; Group III - Institutional;
- dificuldades de aprendizagem. - A learning disability.

3) Emitir o Diagnóstico Preliminar: Distúrbio de Aprendizagem; Problema de Aprendizagem, e ou Dificuldade de Aprendizagem. 3) Send the Preliminary Diagnosis: Depression Disorder; Problem of Learning, and or learning disability. Relacionando-os ao pressuposto do respectivo Fundo do Déficit: - orgânico, emocional ou institucional. Linking them to the assumption of the Fund's Deficit: - organic, emotional or institutional.

Grupo I Group I
DÉFICIT d/A DE FUNDO ORGÂNICO DEFICIT d / A FUND OF ORGANIC
Diagnóstico Preliminar: Preliminary diagnosis:
Distúrbio de aprendizagem. The learning disorder.

Grupo II Group II
DÉFICIT d/A DE FUNDO EMOCIONAL DEFICIT d / A FUND FOR EMOCIONAL
Diagnóstico Preliminar: Preliminary diagnosis:
Problema de aprendizagem. Learning issue.

Grupo III Group III
DÉFICIT d/A DE FUNDO INSTITUCIONAL DEFICIT d / A FUND FOR INSTITUTIONAL
Diagnóstico Preliminar: Preliminary diagnosis:
Dificuldade de aprendizagem. Learning disabilities.

Da premissa básica associativa ao Diagnóstico Preliminar. The basic premise associated with the preliminary diagnosis.

Orgânico - Distúrbio: Organic - Disorder:
(leve, médio e profundo) - (l; m; p) (mild, medium and deep) - (l, m, p)

Emocional - Problema: Emotional - Problem:
(leve, médio e profundo) - (l; m; p) (mild, medium and deep) - (l, m, p)

Institucional - Dificuldades: Institutional - Difficulty:
(leve, médio e profundo) - (l; m; p) (mild, medium and deep) - (l, m, p)

Excepcionalmente amputados: Exceptionally amputees:
- déficit anátomo-arquitetônico; - Anatomical and architectural deficit;
(leve, médio e profundo) - (l; m; p). (mild, medium and deep) - (l, m, p).

LOCALIZAÇÃO DAS CAUSAS EM SEUS RESPECTIVOS FUNDOS LOCATION OF ITS CAUSES AND ITS FUNDS

FUNDO ORGÂNICO THE ORGANIC

DIAGNÓSTICO PRELIMINAR: PRELIMINARY DIAGNOSIS:
Distúrbio de Aprendizagem. Learning disorder.

. Distúrbios Físicos: febre, dor de cabeça, cólicas intestinais, dor de ouvido, asma, anemia, verminose. Physical Disorders: fever, headache, intestinal pain, earache, asthma, anemia, worms.
. Distúrbios Sensoriais: visão, audição, gustação, olfato, tato, equilíbrio, reflexo postural. Sensory: vision, hearing, gustation, smell, touch, balance, postural reflex. Neurônios aferentes. Afferent neurons.
. Distúrbios Neurológicos: cérebro, cerebelo, medula, nervos. Neurological disorders: brain, cerebellum, spinal cord, nerves.
. Distúrbios Cognitivos: planejamento, sistematização, atenção, organização, raciocínio, iniciativa, concentração, motivação, operacionalização, interiorização, versatilidade, agilidade, rearranjo útil e progressivo das informações recebidas, reflexão, praticidade, discernimento, lógica, relacionamento, entendimento, capacidade dedutiva e indutiva, comunicação, criatividade, localização temporal e espacial. Cognitive disorders: planning, organization, focus, organization, reasoning, initiative, concentration, motivation, operation, internalization, versatility, agility, useful and progressive rearrangement of the information received, reflection, practicality, wisdom, logic, relationships, understanding, skills and deductive inductive, communication, creativity, temporal and spatial location. Estas funções são necessariamente dependentes da maturidade neurológica. These functions are necessarily dependent on neurological maturity.

Aporte neurológico Neurological intake
Ao ser cognitivo e intelectual, mister é o aporte neurológico, com toda a sua estrutura e malha da viabilização das operações e faculdades intelecto-cognitivas. To be cognitive and intellectual, mister is the neurological contribution, with all its mesh structure and viability of the operations and intellect-cognitive faculties. Sem a maturação psico-neurológica não podemos se quer supor inteligência, intelectualidade ou cognitividade. Os distúrbios destas causas encontram fundo também nos de-mais grupos. Without the psycho-neurological maturation can not be assumed or intelligence, intellectual or cognitive. The causes of these disturbances are also in the bottom-most groups.

ONDAS CEREBRAIS Brain waves

Delta: 0,75 a 4 c/s Delta: 0.75 to 4 c / s
Estas ondas são de oscilação lenta, gerando um estado de sono profundo, também conhecido como estado hipnótico. These waves are slow oscillation, generating a state of deep sleep, also known as hypnotic state. No Déficit de Atenção encontra-mos presentes excessivas ondas delta e theta durante a vigília, contribuindo significativamente para a dispersão da atenção, com perdas significativas dos potenciais de aprendizado. As of Attention Deficit-mos is present excessive delta and theta waves during daytime, contributes significantly to the dispersion of attention, with significant loss of potential for learning.

Theta: 4 a 7 c/s Theta: 4 to 7 c / s
A onda é média e são encontradas nos estados de meditação profunda e criatividade. The wave is average and are found in the states of deep meditation and creativity. Também, nas elabora-ções complexas, como análise e resolução de problemas que exijam con-centração. São encontradas ainda, na confrontação de valores áxio-catéxicos. No REA - Recuo Experimental Avan-çado, frente à necessidade de redimensionamento de conceitos, sua refutação ou validação: Also, prepare in-tions, such as analyzing and solving problems that require con-centration. They are still found in the confrontation of values Axio-catéxicos. In REA - Indent-Experimental Advanced achieved, against the need for redefining the concepts, their validation or refutation:
- quando encontramos predominância destas ondas no estado de vigília, observa-se a desatenção. - When these waves are predominant in the state of wakefulness, there is the inattention. O processo ensino aprendizado fica prejudicado, já que as informações recebidas, não são processadas. The teaching learning process is undermined, since the information received, are not processed. Atualmente, tenta-se modificar tais freqüências através da neuroterapia. Currently, attempts to modify these frequencies through neuroterapia.

Alpha: 7 a 12 c/s Alpha: 7 to 12 c / s
Oscilam rapidamente, permitindo o alívio de tensões. Fluctuate rapidly, allowing the relief of tension. Estimulam a criatividade e estão presentes na tomada de decisões. Stimulate creativity and are present in decision-making.

FUNDO EMOCIONAL FUND EMOCIONAL

DIAGNÓSTICO PRELIMINAR: PRELIMINARY DIAGNOSIS:
Problema de Aprendizagem. Problem of Learning.

Beta: 13 a 30 c/s Beta: 13 to 30 c / s
São encontradas no estado de vigília. They are found in the state of wakefulness. Ao estimularmos as ondas Beta, tem-se uma significativa performance na capacidade média de atenção e concentração. By stimulating the beta waves, has been a significant performance in the average capacity of attention and concentration. Quando sua ampliação excede-se, observamos os estados de angústia e ansiedade. When its expansion beyond itself, seeing the state of anguish and anxiety. A neuroterapia trabalha em busca de manter tal onda em limites de normalidade. The neuroterapia works in search of maintaining such a wave in the normal limits. Sua excessiva ampliação pode colocar o ser em estados alterados do funcionamento cerebral, como esquizofrenias e ou distúrbios mais severos. Its excessive expansion can be put into the altered states of brain functioning, such as schizophrenia and other disorders more severe. Colocamos as ondas Beta sob o paradigma emocional. We put the beta waves from the emotional paradigm. Isto, por corresponderem ao estado de vigília, variando em intensidade, amplitude e profundidade de acordo com os estímulos assimilados dos meios externos. This, in match the state of wakefulness, varying in intensity, breadth and depth according to the stimuli of external resources professionals.

PSICOSSOMATOLOGIA

O sistema emocional ativa ou mesmo desativa sistemas, como por exemplo o parassimpático, pela liberação de acetilnoradrenalina, imprimindo maior atuação da bomba de sódio e potássio, com conseqüente contração e prontidão muscular. The system activates or deactivates emotional systems, such as the parasympathetic, the release of acetilnoradrenalina by printing more of the pump action of sodium and potassium, with resultant muscle contraction and readiness. Uma instância emocional de prazer a partir de um fato de interesse máximo do ser, ou mesmo de simples alegria, levará o organismo a liberação de endorfina repercutindo no relacionamento muscular, sensação de bem estar, conforto e segurança. An instance of emotional pleasure from a fact be the most interest, or even a simple joy, it takes the body to release endorphin impacting the relationship of muscle, sense of well being, comfort and safety.

A frustração de um desejo ou objetivo pode gerar conseqüências físicas. The frustration of a desire or objective can generate physical consequences. O medo pode alterar todo o funcionamento orgânico, provocando até mesmo cegueira, liberar ácidos biliares, interferir no funcionamento intestinal e renal, impedir a fala e alterar a audição. Fear can change the entire operation organic, even causing blindness, releasing bile acids, interfering with intestinal and kidney function, preventing the talks and alter the hearing. A empatia emocional com um professor ou antipatia, por associações inconscientes com outros seres da base de formação áxio-catéxicas, pode gerar defesas ou pron tidões, capazes de inviabilizarem ou viabilizarem o desenvolvimento ou ci-nesia do lastro das habilidades motoras, funcionais à ampliação das possibilidades relacionais do ser. The emotional empathy with a teacher or dislike, for unconscious associations with other beings of basic training Axio-catéxicas, can generate defenses or pron been capable of or prevented the development permit or ci-nesia the ballast of motor skills, the functional extension the possibilities of relational being. II Grupo. Group II.

Os grupos precipitadores de déficits de aprendizagem e de seus aspectos integrantes podem ser estudados da especialização ao doutorado e livre docência sem se esgotar. The groups precipitators of deficits in learning and its integral aspects can be studied in the doctoral specialization and free teaching without being exhausted. Encontre-se em Freud farta e profunda literatura. Meet in Freud tired and deep literature. Na medicina psicossomática, amplas abordagens sobre a ligação e repercus-são dos fatores emocionais eo soma bioneurofisiológico. In psychosomatic medicine, wide approaches on the link and pass-on of emotional factors are the sum and bioneurofisiológico.

FUNDO INSTITUCIONAL INSTITUTIONAL FUND

DIAGNÓSTICO PRELIMINAR: PRELIMINARY DIAGNOSIS:
Dificuldades de Aprendizagem. Learning disability.

. Dificuldades Familiares: Family difficulties:

- estas, como bem enuncia a origem, relaciona-se aos obstáculos gerados no próprio seio familiar; conflitos disciplinares (disputas de mando entre os pais), psicossugestões negativas por pais e familiares (uso de drogas como álcool e tabaco), excesso ou carências de proteção (gerando tanto megalomanias como inúmeras inseguranças) estas últimas manifestando-se em forma de fobias. - These, as well describes the origin, is related to the obstacles created within the family itself; disciplinary conflicts (in charge disputes between parents), psicossugestões negative by parents and family (use of drugs such as alcohol and tobacco), excessive or shortcomings of protection (generating both megalomania as many insecurities) the latter manifesting itself in the form of phobias. Também originárias em separações com relacionamentos mal resolvidos entre os pais, preferência implícita ou explícita por um dos filhos - gerando inseguranças, angústias, medos, depressão, ansiedade, síndrome de desempenho, hiperativide, apelação sublimativa às drogas, suicídios... Also originating in bad relationships with separations resolved between the parents, implicit or explicit preference for one of the children - creating insecurities, anxieties, fears, depression, anxiety syndrome performance, hiperativide, appeal to the sublimate drugs, suicides ...

. Dificuldades Educacionais: Educational difficulties:

- são diretamente proporcionais aos maus tratos recebidos pelas crianças nas séries iniciais, quando da formação das catexias originais dos primeiros conceitos da instituição escolar. - Are directly related to the mistreatment received by children in the initial series, when the formation of the first catexias original concepts of school.

Constituem os traumas das bases das dificuldades educacionais: Are the traumas of the bases of educational difficulties:
- métodos contra-didáticos; erros conceituais; punições; avaliações; quantitativas; castrações; autoritarismo; submissões; desrespeitos; incompreensões, exigências extremas; entre tantas outras origens. - Counter-teaching methods; conceptual errors; punishment; evaluations; quantitative; castrações; authoritarianism; submissions; disrespect, misunderstanding, extreme demands, among many other sources. Estas geram defesas psicopreventivas, bloqueando, pelos limiares dominantes de tensão, acesso ou relação do ser, com futuras metas educacionais e mesmo profissionais. These generate psicopreventivas defenses, blocking, the dominant voltage thresholds, access or relationship to be, with future educational goals and even professionals. As dificuldades educacionais podem ter suas origens em quaisquer fases do ensino, quando os elementos supra são usados pelos agentes de ensino; professor, direção, supervisores, orientadores, inspetores. The educational difficulties may have its origins in all stages of education, where the elements above are used by agents of education, teacher, director, supervisors, supervisors, inspectors. Pode até mesmo barreiras arquitetônicas eo próprio material didático originar algumas dificuldades educacionais. You can even architectural barriers and even cause some difficulties teaching materials education.

. Dificuldades Religiosas: Religious difficulties:

- Society's existential, atemorizantes, to impose values pre-and post-existential of origin and salvation of the soul, based on principles of faith, worship the deity and / or punishment, in hostile environment, fire burning, where the soul of those who do not follow the doctrine (of / from religion) follow after death. It is estimated that the religious causes have caused more deaths that the World Wars.

Within family, the subjugation of women, imposed by biblical precepts, the man, no less, has been the cause of the origin of many other desencon. Feelings of guilt in children who escape or exceeds some prices to impose strict religious requirements, are unfolding, both by turning to self-punishment, as for emotional impact; - psychosomatic.

. Legal difficulties (legislative and governmental).

They are in barriers and obstacles imposed by states, municipalities and Union, obstacularizações provided in the form of a simple traffic signal a lack of incentives and promoting educational, as free, school transport, resources for investment aids, formation of libraries, archives and reforms tectonics compatible with the reality of the target audience. Basically those with special needs ...

A CLINICAL PSYCHOPEDAGOGUE

A) SYMPTOMS;

B) preliminary diagnosis;

C) case history of deepening;

D) Anamnesis multifactorial;

E) Diagnosis of confirmation;

F) specific diagnosis;

G) Redirection diagnosis;

H) Error diagnosis.

A) Symptoms: - The Intervention psychopedagogic includes initial and elementare compliance with the sin-doses that manifest themselves as lack of attention, slow, timid, shaken-up, tics, insomnia, fears, expansivity, apathy, isolation, common accidents, negligence , Satiety, food, compulsory desregradas physiological needs, repetitive actions, exaggerated gestures, aggression, lack of verbal articulation, uncontrolled psychomotor, defaults, notes too low, descompromissos in family and school, exaggerated sexuality, communication by screaming, low auditory and visual acuity , Among others.

B) Preliminary Diagnosis: - combines the symptoms to their source of funds from the deficit by issuing the preliminary diagnosis.

C) Anamnesis to deepen - anamnese staff promotes the localization and deepening of the causes and origins of more clearly, with greater specificity, and association of information obtained by dialogue with the patient.

Anamnesis deepening of the staff will map a potential multiabran-people opportunities to the deficit. From where, their magnitude must be well organized sequentially for detailed research and systemic under a new order and how to approach.

New order of approach:

D) Anamnesis multifactorial - a multifactorial anamnesis involves all segments of possibilities highlighted when the personal medical histories - medical examinations (eyesight and hearing, psicomotricional, laterality, location space, fine and gross motor coordination, cognition). Use tools to verify at this stage blood pressure, temperature and heart rate). Still, launches ratoriais hands of laboratory tests (blood, urine, feces and mine ralograma, among others).

E) Diagnosis of confirmation: - ultra past the steps a, b, c and d, will be entitled to the psychopedagogists diagnosis confirmation. This only after all procedures for research, personal, multifactorial, labo clinical and ratoriais, reaffirm the preliminary diagnosis.

F) Diagnosis specific - can occur at the stage preceding the need to reconsider the diagnosis pre injunction. This result by pointing in another direction, the anamnesis multi factorial, of which: from clinical and laboratory investigations, socio-cultural and institutional.

G) Redirection diagnosis:

- Diverging results of steps (B) and (D), preliminary diagnosis and medical histories multifactorial, respectively, new and deeper incursions should be made directly to the multifactorial medical histories, from where they issue a new original opinion in the form of a specific diagnosis. Please note that if issuing a new diagnosis, "specific" so that they can, other professionals, know clearly that this was done by redirecting after investigations in more specific form of examinations and searches more elaborate, through all means of the experiences of our patient.

Moving diagnostic

The psychopedagogists clinical documentation that will demonstrate this point there was a change in diagnosis, at which time it commenced the assertions aimed at resizing of inferences therapies. Conversely, if the trader says it is a confirmation of diagnosis, understand that since the preliminary diagnosis has been advanced, which brings the possibility of reversion, stability or action of resistance reduce the deficit of learning.

H) Error diagnosis;

Dedication to the diagnostic phase is equally or more important than the treatment itself. Because the error can make the diagnosis condemns-tion plan on a housing and aggravation. The interaction with the objective means exact needs of the reversal of the deficit and learning or by referral to the specialist area of coverage of the original deficit, organic, emotional or institutional, is essential to any reversal of disease.

The PSYCHOPEDAGOGUE CLINICAL CORPORATE

The clinical approach in the context ins Constitutional psychopedagogic, proposes inferences therapies not only to be object of investigations, but also suggest that systemic and adaptations. Especially for teaching order, approach reduce the purposes of interest between institutional and be under your paradigm. Be of special features, respecting their own pace and stage psicomaturacional individual with special needs for proposals.

Delimitation PSYCHOPEDAGOGUE

If the source of institutional fund the deficit, and among this, schools, jobs, health, family or social group, where evidence of rupture of ties in the learning process, it is the very psychopedagogists intervene medically to be the performance.

RATE AND THERAPY SESSION - DURATION.

The intervention itself will be done through therapy sessions with the client psychopedagogical patient. Compliance is due to the special time of each session should not exceed 60 '(sixty minutes). Exception as to time due to query evaluation, which could be either long-Pro is up to 90 '(ninety minutes).

CONSULTATION EVALUATED

- Anamnesis STAFF

Whenever possible, immediately anemneses the staff, even before issuing the preliminary diagnosis, the professional should carry out consultation evaluative, collecting as much data as possible, in an objective and direct, in the shortest period of time, computerized them. It should be noted anamnesis personnel evaluation and consultation, though neighboring, differ on the goal.

FIRST SESSION: - spontaneous

In anamnesis personal search is primarily reap the most from training in order exclusive psycho-emotional, motivating and castrating or to personal ideals and goals of the client on whose lack of learning approach becomes evident. Their frustrations, fears and reactions. His impressions of the means of life, systems that involve and they need to adjust customers to better meet him. Pain, aversion, antipatias and empathy, love and hate, pleasure, joy and sadness. This is personal, and social biopsicofísico, throughout its universe of experience, mental and existential, while being and, from each other and their inner vision of beliefs and believes its awareness, involving emotions and reasons, must have priority. The psychopedagogists should lead to the spontaneous speech, thought, philosophy, views and criticisms of me and of the patient's world, allowing it to expand beyond all surplus values of Axio-catéxicos in imbalance and disharmony with his probation psicomaturacional. While extremely important to make evaluative consultation with all the capability of collecting data of high relevance to the formulation preliminary diagnosis, the priority of psychopedagogists is to be transformed into a rare and unique moment, full of meaning for the patient. Only then, as a starting point, will have the assumptions of interest and motivation involved in personal development of our research is under initial diagnosis. Above all, this session is personal and priority because we feel like the need to formulate a psychopedagogists own original concept, no ideas, biases and any labels estige-Hue of the patient. At the end of this session, should the psychopedagogists discourse, in secret and very personal character, about his observations, experiences, concepts, and diagnostic possibilities, without having been officially mine hold such views and thoughts as preliminary diagnosis. These possibilities and outlines diagnostic and personal impressions on the patient, its potential and difficulties, problems and disturbances observed without labels earlier psicossugestões and external, should guide, sustainable and embasatoriamente, the other investigative forays. The psychopedagogists have to keep themselves safe, confident in their ability observes national, and even confronting falseabilizando any personalismos made by the patient from stigmas generated in external resources, regardless regardless of their origins. His conduct with observational clinical-research must rely on the element of originality - insisting, without labels or tacit acceptance of what to tell the patient. This originality and personal safety comments vacional psychopedagogists is founded by the mental guidelines, postures and confrontations that necessarily there to promote the sessions with other concerned members of the universe of the patient. Only after having a broad and secure personal view of the patient, without external interference, will collect data about the patient than offered by him.

Before the end of the first session of personal medical histories, as the basis for subsequent session, the psychopedagogists will throw the following proposal to the patient, without requiring you to answer, encouraging him not to respond in time, but in the next session:

"- You had a magic wand, yet we know does not exist, but wondered if it could be, and you could make five major applications ... - basic introductory issue of the next session.

At that point, regardless of the initial anamnético investigative and evaluative multifactorial, the psychopedagogists establishing the foundations of interventional and natural motivation and also superconsciente reaction under assumptions personal, intimate and training goals. Still, enhances the ideals and creates expectations paradigmaximizativas, resized and redirect the reality of the patient.

Another point being raised by psychopedagogists the end of the next session, also directing him not to respond immediately, but reflect until the next session, should seek closer the dreams and ideals that resulted from the magic wand with reality and context aware of the pa , Whose exact size it is relevant only in the levels of internal development associative learning, conscious and unconscious. So with this order, the psychology, of the points suggested by the wand, asking the patient think about how specifically held them where they start to build closer those ideals. Each of the five points raised by the wand, can be on you but, with a special focus on following sessions. One for each session, approved ximando the dreams to reality.

CONSULTATION SESSION OR EVALUATED

Dichotomized the anamnesis personnel (first session) consultation and evaluation (second session) for purposes in human goals and better systematization. That, folks, just being considered, client or patient of our intervention. This, evaluation, without the presence of a child or adolescent, is with its leaders - or, as adults, with them. Moment of questions on the form and purpose.

Objective Evaluation

The psychopedagogists at the time of the second session of evaluation, should be able to lead it objectively, by the way round that guided the first session. You will hear the emotional relatives of only from the fourth session, which occurs after the third, where the biopsico-sociocinesiológico be returned to the center of attention. Already in the second session, the consultation evaluation, objective or even housing and medical histories of research, is not limited to parents or guardians, should this be divided into two distinct moments, giving the psychopedagogists, exclusive and personalized time teachers who interact directly with the patient.

SESSION II CONSULTATION OR EVALUATED

The time of ninety minutes, maximum-mos, intended for the second session, or query evaluation is justified by the need for extensive collection of data to be computerized.

GENERAL INFORMATION COLLECTED IN CONSULTATION EVALUATED

If children and adolescents up to parents or guardians to provide the information. If adults, the patients themselves collaborate. They may even bring copy of anamnesis to contact parents for the most accurate fulfillment.
FINDINGS: - personal and documentary; of identification, and prenatal genetic, historical statistics and the patient, family members (education, occupations of parents), habits and addictions (during pregnancy and after birth), of humor, psychosomatic, expectations Personal - acceptance or attempt to abortion. Still, the dreams that marked during pregnancy, nutrition, accidents, diseases, history of suicide in the family and infectious diseases, chronic-degenerative diseases, unemployment, shortages, genealogy, social, cultural and economic, medical interventional; schooling: approvals, failures, frustrations and punishments, rewards, motivation, areas, facilities ...

The PLANNING FOR SITTINGS

Each session must be based on assumptions introductory links from the previous sessions, making connections with new fronts of coverage. The demarcation of fronts should revolve around the symptoms of evidence of the deficit.

PLACE OF SESSIONS

The office should be appropriate, inspiring confidence, peace and security.

LISTENING PSYCHOPEDAGOGUE

The clinical psychopedagogists a special attention and detail to complaints, fears, fears, doubts and expectations of the client / patient, their frustrations and anxieties - the personal history, in terms of the deficit experienced the process by allowing them to confront and enlightening assimilation the problems that the fence, electing agreements on mutual responsibility for overcoming obstacles. These bases, the fundamental reversibility, in all levels of deficits in learning.

THE NEXT SESSIONS

The second session involves relatives. The third will be reserved for patients. The fourth is aimed at parents with therapeutic aim, which, like the first, they will receive, listen clinic: - their pain, joys and sufferings, conflicts and what the focus is reflected in the target patient must gain attention by psychopedagogists. The patient returns in the Fifth session, at which time the psychopedagogists already have sufficient evidence to issue a preliminary diagnosis of major possibilities assertions. Following advances the psychopedagogists meetings of multifactorial order to confirm or redirect diagnosis. Then, as with interventional purposes, to initiate therapy sessions (with patients), adjustment of social and family (with members of the means social and family) and institutional (with members of the institutional means of the patient (school, church .. .).

FOR SITTINGS Intervent social adjustment, FAMILY AND CORPORATE

At these sessions psychopedagogists meet the parents and educators, proposing changes in family patterns and curricular adjustments. Adjustments-generating facilities and devices to an approximation of reality and impartiality physical, social, family, institutional, educational, blockers, preventing and delaying the ideal of learning.

THE ORGANIZATION the office

The office of psychopedagogists should have the maximum criteria focused on the target audience for their dedication clinical and educational. If for pre-school, special observance to be made about the furniture, colors, decorative motifs instruments.

Any and all objects are relevant to the lofty purpose for which it seeks to achieve psychopedagogists;

- Elementare, as a first step, the absolute confidence of children, illness. Only then, can count on the collaboration spontaneous, signing up a bond of joint and integrated action, where the child is the foundation and maternal relatives deficit, commonly responsible for significant part of their deficits. Similarly, depending on their clients or target audience, the clinician should psychopedagogists devote special attention to organization, decoration and technology to be employed in his office.

INTERVENTION WITH CHILDREN

The intervention with public pre-school and early grades, must rely on positioning energetic psychopedagogists. Effective on the means constituting the universe interaction of the child. This, so that there is a sudden disruption of work immediately after close to the door of the office.

DAILY ACTIVITIES

The daily contact with the means of meeting the child is paramount. A form of mandatory cronoevolutiva daily, with the routines of the child must be the object of special attention of psychopedagogists.

Can the specialist, elect a secretary to follow these routines, noting fascinating, changes that mean evolution or involution of teaching and learning process. Do not disregard other variables, such as food, sleep and mood swings that show resistance.

In addition to a desk, the specialist may elect, whether within school, the school counselor, teachers and even other professionals. The fundamental premise to this choice, is in love, dedication and willingness to cooperate, their guidelines. Amid family, the psychopedagogists should elect one member as an extension observational and daily monitoring, choosing one, which during the pre-assessments of diagnostic confirmation, has shown evidence of greater concern, affection, love and affection towards the patient, his family. It may also, the "psychology help" is not a family. But, that yes, that special friend or friend detected in investigations multifactorial; at school, church and social milieus. Those friends or friends who devote great attention to our patient. When the choice of our employees, it is essential to choose only those with availability of time for this purpose. Otherwise they become useless our efforts.

Creation of working groups

All employees, from all the facilities and patients, can compose a large group of discussion, adding their individual experiences in a systematic body interventive. The action of this group, either direct to the study of cases from individual experiences, highlighting the points of positive reactions that must be expanded and used by other patients, as well as participate sessions multireprogra informative and intensive therapy with a patient elected by psychopedagogists for this specific purpose:

- Is the period of a very special day, when all the key staff will meet with the so-called scheduled by psicopeda GOGO. The center of the action is one, two or more patients. Making up centers of attention, studies and joint action by all auxiliary psicopedagó cesses. Whenever, under the overall direction of clinical psychopedagogists. This found four, all come with new experiments to conduct and continuity of their collaborations. Customers and patients or receive large concentration of effort. These meetings are of great importance in the intervention psicope dagógica. It offers new learning for all of those involved with the clinical-therapy to the treatment, and also to all patients. Opportunity still many details of the confrontation. These should be taken is to feed the database of psychopedagogists.

The confrontation of Resistance

The resistance was not identified, confronted and resolved well, (the light of Freudian psychoanalysis), both with the child, adult or elderly of our investigations, involving all concerned of their means of living, unfold themselves, assuming new forms of deficits .

INTERVENTION IN REAL TIME AND MEANS

The psychopedagogists after consolidating the fundamental ties of trust and working together with the child, (and only after this step) is to make the practice of therapy very first sessions of dialogue, required for the construction of a ballast theoretical self-conscious and expository of the universe inside of the child, little by little, take a new position. Not only for dialogue, adding up to this, spoke in real time and a half. The Itmr is based on the center-line Indo-deductive, to a greater rapprochement between the theoretical body exposed by the child and the means of their real conflicts, fears and anxieties. Thus gives the psychopedagogists, rapid and significant steps to reestabelecimeto to conduct a so-called normal and productive of child development. Well, he, psychology, demonstrates break the protection, security and defense of his office. This new act and posture are perceived by the child. Even the clothes of psychopedagogists should adjust itself to the middle of the patient. Therefore, interprets the child: my doctors, as a means solid, safe and enjoyable, left everything to be here, with me. Thus, quanjdo return to office, minors will be the "resistance".

- Left or abandoned "his" world by entering the "man".

Thus, many more meanings earn the other speeches and exchanges and communication between the client and psychopedagogists or patient. This, in finding the same reality. At that time the child had the doctor as a good friend. Now, what you see as an extension of herself. This time of clinical work is of such importance. Well, the clinician can be used as a tool for reading and interpretation of mediator which is given to the patient as incomprehensible, it causes anxiety, fear, insecurity, operating from bases its resistors.

After the Itmrs, for the clinical psychopedagogists clarify all that the patient was able to observe, thus breaking down the barriers erected on the basis of being immature or fragile. The intervention psychopedagogic requires dedication, time, studies and research increasingly profound about each situation. It is suggested that in the office, in addition to the usual instruments, the clinical content with a video camera, which can record the sessions, to study them in greater depth, noting points that may have passed unnoticed. These and related issues must be guided to the following sessions.

How do the resistance - Mask of RESISTANCE

In the recordings show many issues are avoided by patients. Easy becomes the observance of these issues are well recorded through filming. Well, they are exactly in line expository immediately prior to a sudden movement, access to cough, flashes in succession, yawns, tics, sudden diversions of eyes, cross their arms or legs, out of fingers, frequent requests for water, disguised questions, sniff. This, followed by disruption of thinking and change of course, showing a gap in the sequence - clearly stopped, avoiding or limiting, for blockages unconscious or conscious defenses, some information. It also showed long intervals of silence defenses in the form of resistance. Still, is unchanged at the same time narrative, (present, past or future), or constancy in one tone of voice, posture and emotional status, or discuss trivia and superficiality for long periods, demonstrates that other absconding from realities the patient avoids confronting. In the clear, exactly these points, the keys of resistance that need to be discussed, confronted, clarified and diluted. From where, between intervals of a session and another, the patient will own elaborations; - corresponding to changes in behavior. Thus, with the sessions recorded / filmed, the clinician can relate a number of issues to be investigated. The cure or reversal of symptoms is found mainly in desm / and demystification, integration, and clarification of complex processes to interpretation by the patient or client. The stability result in proportion to the changes suggested by clinical and caused both to the patient target, as the other means of their exchanges and interactions, customizing the world from the consultation.

The COMMUNICATION
PSYCHOPEDAGOGUE / PATIENT

Another point that requires special attention from the psychopedagogists concerns the use of language. The communication between him and the child. The word "not" as usual in all media should be deleted from the vocabulary of psychopedagogists. It is a big and challenging exercise without talking employ the no. Shall be used for ways and means capable of effectively raise the attention and confidence of the child. Creativity, technology, music, but cakes, stories and even some costumes, entering the world of the patient, are a means to facilitate intervention psychopedagogic;
- There must be communication.

The resumption of outstanding points on which the child is not watching, should occur is creating a new proposal, in the form of challenge to be overcome. In the speech psychopedagogic there is no room for any kind of punishment, for which appear lighter.

Intercross OF INFORMATION

Those involved in the world of the child should receive and provide abundant and regular on the advances and obstacles of the process clinical psychology.

The young, adult, elderly, businessman, worker and employee

Confidence, history, confrontation, clarification, multipessoal and institutional involvement, use of resources according to the chronological age and mental capacity of the client or patient, respectively are relevant and appropriate for the target audience of psychopedagogists report. For each procedure, an environment, a language, use of technologies ranging from and compatible approach.

Clinical fees

The psychopedagogists should imbue of professionalism as any other report. His intervention should be on economic return, paid differently by the state, or when family members sought by the patient. The consultations of the evaluative stage always demand more time. A unique value should be hired for preliminary diagnostic evaluation. This diagnosis should be delivered in no more than three sessions, and after confirming the diagnosis of clinical and laboratory diagnostic support. The greater the need for sessions it is assumed most affordable. Look up when the hiring of values, the additional expense.

___________________________________________________
Technical data, scientific, cultural and professional of the author:
___________________________________________________
Prof. Dr. Mario Carabajal - Ph.D. (Mario Roberto Carabajal Lopes)

Author of the Project for the Creation of the Brazilian Academy of Pedagogy.
Author of the Project for the Creation of the Brazilian Academy of Psicopedagogia.

Physical educator, journalist and Psychoanalyst.
Specialist Scientific Research (UFRR)
Specialist Psicossomatologia.
Specialist in Educational Technology
New specialization courses in 2008 in Control of Public Management (UFSC)
Master in psychoanalytic technique and method.
New courses in 2008 Masters in International Relations (UAA / Py)
Doctor of Clinical Psychoanalysis, in theory Psiconeurofisiologia.
New courses in 2008 doctorate in science education (UAA / Py)
Starts in 2008 new Specialist in Neurosciences - Institute Edumed / Rio de Janeiro

Former consultant of the Department of Human Motion / UNICAMP
Ex-adviser to the Department. Diseases of Crônico-Degenerativas/MSA.
Ex-Adviser Ministry of Sports
Ex-Adviser Ministry of Education (Technology Education).
Writer, author of 24 books and 39 other online research and publication.

Institutions connected to the author.
State - Roraimense Academy of Arts.
Organizer / Roraimense Academy of Psicopedagogia (in training).
Organizer / Roraimense College of Printing (in training).
Developer / Roraimense Academy of Sciences.
Organizer / College of Education of Tamil Nadu.
Organizer / Student Academy of Arts of Tamil Nadu.
Organizer / Student Academy of Arts of Brazil.
Organizer / Brazilian Academy of Psicopedagogia (in training).
Organizer / Brazilian Academy of Neurosciences (in training).
Organizer / Brazilian Academy of Neuropedagogia (in training).
Founding President of the Brazilian Academy of Letters.
State /. Virtual Brazilian Academy of Letters.
Organizer / Indigenous Brazilian Academy of Letters.
Organizer / International Academy of Psychoanalysis Clinic.

Professor of post-graduate (specialization Psicopedagogia) Gama Filho University, RJ / RR.
Disciplines:
* Integrated psychopedagogic Theory and Practice
* Bases Neurocientíficas Human Development and Learning.
* Human Psicomotricidade - Functional and Relational.
* Cognitive Development.
* Weaknesses II.
* Cognitive Development.

Lectures and conferences under the theme: Free
These should be scheduled with at least ninety days. It is expected tickets, food and hotel.
Material to be released by organizers:

- Date show, projection screen, sound equipment, technical expertise to operate the equipment.
The invitation and confirmation will be done by e-mail. In the case of incompatibility agenda of the author suggest new date.

Lectures and conferences under the theme, paid:
Amount: U.S. $ 5,000.00 (five thousand reais) - transportation, hotel, food and transportation for the speaker. Brazil and South America (mean time - 120 minutes).
Schedule: 60 days in advance.
Note: The lectures are free to paid subordinate. In incompatibilização, the priority will be paid lectures.
The speaker reserves the right to postpone talks for free until the thirtieth day as above. (In this case, the second date will be postponed and not more talk just will not be made for reasons of force majeure intercurrent). Without prejudice to the Speaker.

Emails: carbajal@technet.com.br / / mariokarabajal@hotmail.com
Phone: 95 9113 0202 or 0212
Website: www.academialetrasbrasil.org.br

Suggested bibliography for further study:

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MASINI, Elcio FS Act of Learning. I cycle studies of Psicopedagogia Mackenzie. Sao paulo,
Ed.Mackenzie / Memnon, 1999.

____________. Learning totalizing. Sao paulo: Memnon, Mackenzie, 1999.

MASINI, Elcio FS (Org) Psicopedagogia at School - seeking conditions for meaningful learning. Sao paulo:
Unimarco / Loyola, 1993.

MASINI, EFS and SHIRAHIGE, EE (Orgs.) Conditions for Learning: Cycle III studies of Psicopedagogia Mackenzie. Sao paulo: Vector Publisher, 2003.

MENDES, Monica H. Psicopedagogia: an identity under construction. Sao paulo, San Marcos University, 1998. (Dissertation masters in Psychology).

Noffs, The Neide, manufacture, Nívea of C.; SOUZA, Vânia of CBA Psicopedagogia toward the transdisciplinary space. Sao paulo: Frôntis Editorial, 2000.

RUBINSTEIN, Edith (Org). Psicopedagogia a practice, different styles. Sao paulo: House of Psychologist, 1999.

RUBINSTEIN, Edith. The style of learning and school complaint: between knowledge and know. Sao paulo: House of Psychologist, 2003.

Sarge, Claudete et alli (Org). The Praxis psychopedagogic Brazilian. Sao paulo: ABPp, 1994.

SCOZ, Beatriz JL et alli (Org). Psicopedagogia: the interdisciplinary character in the training and professional performance. 1st reprint. Porto Alegre: Artes Medical, 1990.

_____________. Psicopedagogia: background, training and professional performance. Porto Alegre: Artes Medical, 1992.

SILVA, Maria Cecilia A. Psicopedagogia: in search of a theoretical basis. Rio de Janeiro: New Frontier, 1998.

ANDRADE, Maria Lucia de Araujo. Psychomotor disorders: a critical view. Sao paulo: EPU, 1984.

AJURIAGUERRA, J. Handbook of Child Psychiatry. Atheneu Publisher, 1991.

BARRY, J. Wadsworth. Intelligence and Affection of the Child on the theory of Piaget. Sao paulo: Pioneer, 1993.

COLL, Caesar and other (Orgs). Psychological Development and Education: Psychology of Education (Vol. 2). Porto Alegre: Artes Medical, 1996.

Condemarín, M. Language Workshop. Sao paulo: Modern Publishing, 1995.

--------------------------. Formal and Creative Writing. Porto Alegre: Artes Medical, 1987.

COSTA, Maria Luiza A. da. Piaget and Intervention psychopedagogic. Sao paulo: Eye Water, 1997.

DE LA TAILLE, Yves and others. Theories on psychogenetic Talk: Piaget, Vygotsky and Wallon. Sao paulo: Summus
Editorial, 1992.

DE LA TAILLE. Limits: three dimensions education. Sao paulo: Attica Publishing, 2001.

FONSECA, Vitor. Special Education: Early Stimulation Program - An introduction to the ideas of Feuerstein. Sao paulo: Artes Medical, 1995.

GARDNER, Howard, Structures of the Mind-The Theory of Multiple intelligences. Porto Alegre: Artes Medical, 1994.

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Polls in Psicopedagogia

CADERNOS de Psicopedagogia, publisher of Memnon. (4 figures published).

COLLECTION OF TOPICS PSYCHOPEDAGOGUE, Publisher Memnon. (7 volumes).

CONSTRUCTION PSYCHOPEDAGOGUE. Psicopedagogia Department of the Institute Headquarters Sapientiae, Sao Paulo.

REVISED PSYCHOPEDAGOGUE. Body Bureau Disclosure of the Brazilian Association of Psicopedagogia - ABPp, Sao Paulo. (indexed in the Lilacs).

SCOZ, Beatriz JL et alli (Org). Psicopedagogia: theoretical and practical advances - school, family, learning. I CONGRESS OF LATIN AMERICAN PSYCHOPEDAGOGUE, IX MEETING OF BRAZILIAN
PSYCHOPEDAGOGUE. Sao paulo, Vector, 2000.

SYMPOSIUM IN ANAIS VI OF DISTURBANCES OF LEARNING, in July 2002, future Congresses and Events, Sao Paulo.