ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
Beyond Inclusion towards transformative education
2
April 11 (9:00 - 10:45)
3
4
The role of the school in Vygotsky's articles and the current approach to the paradigm of inclusión (2)aula: Lab 2 (9:00 - 10:45)
5
Schooling of students with disabilities and teaching relationships in the light of Historical-Cultural TheoryAna Paula de Freitas
6
Teaching writing to the deaf and the development of higher psychological functionsChristianne Ramos
7
Attention-deficit hyperactivity disorder (ADHD) in the classroom: Vygotskian contributions to teaching from a critical diagnostic perspectiveFlavia Fazion e Simone Dantas-Longhi
8
Psychic suffering in experimental pathopsychology and cultural-historical theory: a clinical caseRebeca Maria Peres Calgaro; Matheus Sousa de Macena; Daniela Fernandes Rodrigues; Daniele Nunes Henrique Silva
9
Discussant: Daniele Nunes Henrique Silva
10
11
12
Reflective methods and tools for transformative educationaula: Lab 3 (9:00 - 10:45)
13
Co-constructing motive, object, and instruments through reflective school inclusive practicesDiego Di Masi; Alessio Surian
14
Les verbalisations sur le travail d’enseigner et leur rôle dans le développement
professionnel des enseignants		Eliane Lousada
15
Promote access to scientific discourse by reading a science documentary textVéronique Magniant; Patricia Schneeberger
16
Writing as a psychological instrument in times of crises. What do diarists learn?Nathalie Muller Mirza
17
Discussant: Bernard Schneuwly
18
19
20
Workshop Neuropeculiar (WS)aula: Ex Lab A (9:00 - 10:45)
21
Human kinds and neuro-cultural mediationAlice Sodi; Roberto Mastropasqua
22
23
24
Intercultural practices (WS)aula: Ex Lab B (9:00 - 10:45)
25
Working from a cultural competent perspectivesAmma Anane-Agyei
26
27
28
April 11 (11:15 - 13:00)
29
30
Emerging challenges in a Transformative Eraaula: Lab 2 (11:15 - 13:00)
31
Professional reconversions of highly qualified female workers in western societiesJorge Tarcisio da Rocha Falcão; Nadja Acioly-Régnier; Noelle Monin
32
Migration, literacy and defectology: A case study of a disabled adolescent in a Brazilian primary schoolLuciane Maria Schlindwein; María Emilia Medina; Jackeline C. Pinheiro
33
Where is my mind: Experiments in the cultural-historical traditionAdam LeRoy
34
Direct inclusion and participation: On newly arrived migrant children’s participation in schoolUrd Skiveren
35
Discussant: Daniele Morselli
36
37
38
Vygotsky and the problem of intellectual disabilityaula: Lab 3 (11:15 - 13:00)
39
Défis, divergences et réflexions dans les traductions du texte 'Le problème du retard mental' Simone Maria Dantas-Longhi; Flavia Fazion; Daniele Nunes Henrique Silva
40
Le problème du retard mental, "manifesto" de la version finale de l'approche vygotskienneChristiane Moro
41
Lire les notes cliniques de Vygotskij à la lumière de «Le Problème du retard mental»: le rapport affect-intellectBernard Schneuwly
42
Discussant: Nikolay Veresov
43
44
45
Collective as learning factor (WS)aula: Ex Lab A (11:15 - 13:00)
46
Metacognitive interventions in a class group with attention and behavioral difficultiesOmbretta Veneziani
47
Il lavoro di gruppo come costrutto di mediazione nella didattica universitariaRaffaela Tore
48
49
50
Reflective practices in education (WS)aula: Ex Lab B (11:15 - 13:00)
51
Peer feedback through the Reflective Team discussion as means of analysis of school inclusive practicesAlice Pettenò; Annalisa Nardi; Chiara Federica; Marta Gussio; Luna Marchisio; Alessio Surian; Diego Di Masi
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100