A prática como lócus de formação de professores e produção de saberes na Educação Física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Os limites e as possibilidades de uma sequência didática: o conceito de proporcionalidade e a aprendizagem de alunos do 5º ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...

O perdão como componente moral em crianças do primeiro ano do ensino fundamental

Forgiveness may be considered a moral component to be developed along with the development of moral autonomy of individuals. This study aims to verify how 10 (ten) children from the first year of elementary school conceive the pardon and its possible relationship with their moral autonomy development. As theoretical research we have taken Piaget´s studies on human´s morality (1930; 1932) and Rique (2007, 2008, 2011) and Enright (1991, 1998) studies about forgiveness. This study was based on a qualitative research and the adopted method was the Piaget's Experimental Clinical Method. The results have shown that children perform moral reasoning when facing situations which involve the decision of forgiving someone and tend to comprehend forgiveness as forgiving someone for some performed act. We conclude by emphasizing the importance of the teacher’s mediation and intervention in moral discussions involving forgiveness, for the construction of the learners ´moral autonomy.

Intoxicação pela Metáfora segundo Gilles Deleuze e Félix Guattari: os desenhos do pequeno Richard (1941)

Starting with a critical review that make Deleuze and Guattari about the use of images in the writings and drawings reproduced in Narrative of a Child Analysis, by Melanie Klein, the authors reflect on the place of metaphor in the speech of this analyzed child about desiring life, intoxicated with Oedipian metaphors. They highlight the role of metaphor in the production of the alleged psychoanalytic intoxication.

História e vida: o encontro epistemológico entre Didática da História e Educação Histórica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Zaira de Bittencourt Martins: pioneira da psicanálise de crianças no Rio Grande do Sul

The objective of the present article is to introduce Zaira de Bittencourt Martins’s contributions to psychoanalysis in Rio Grande do Sul, identifying her as pioneer in child psychoanalysis in this State. Starting from a historic research based on interviews with psychoanalysts, bibliographical sources and contacts with relatives, the author composed a biographical outline of the psychoanalyst above mentioned. Zaira Martins, together with her husband, the psychiatrist and psychoanalyst Mario Martins, immigrated to Argentina in 1944, and in 1947 was recognized as an analyst by the Argentinian Psychoanalytic Association. On her return to Brazil she became the first non physician woman to make part of the Psychoanalytic Society of Porto Alegre, collaborating with her foundation, in 1963. She played the pioneer role as child psychoanalyst and contributed in the dissemination of Kleinian ideas in her State. She also contributed in the formation of young analysts who were beginners in the child analyst field, through courses and supervisions.

Indisciplina no ensino técnico: representações sociais de professores

The present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.

O Mal-estar no Trabalho: a culpa como mal-estar e a culpa do mal-estar

The present work is a reflexive-theoretically research that intends, by the light of Psychoanalytic and Freudo-Marxim theories, to think about the work malaise - effect of a repressive civilization -, and the sublimation possibilities, in the context of the discussions about the conflict individual-civilization. The work favors the essential thing for the human race's representations. Current researches indicate the importance of thinking the work in the process physical and mental health/illness, as well as the subjectivity of the human race in the present time. However, the organizations of work, using reductionist views, with the psychiatric-medical Knowledge/power as accomplice, have a tendency to disregard their responsibilities in the "production" of the illnesses in the workers. Freud, by the neurosis's understanding, showed that in the individual-civilization conflict the first one pays a high price: the constant malaise (the guilt as malaise). While who detains the guilt, in the social sense of the word (the guilt of malaise), is the human culture, intermediated by the organizations, defenders of the minority's interests that hold the manners of production/exploration. According to Freud, the growth of the feeling of guilt is inevitable, considering the necessity of the drives repression to cultural progress through displeasure work. However, Reich and Marcuse theorize an exit for the Freudian pessimism about the conflict between the individual and the civilization. Freud didn't consider properly the nature socio-historical of the Reality Principle, understanding it like universal. Therefore, the level of repression would have a specific socio-economic class: surplus value for a minority and more repression for the great mass. A less repressive Reality Principle might provide a fair progress of the humanity. It's in the list of discussion the possibility of the work in social and psychological conditions that allow the reduction of worker's malaise in the civilization's breast.

A pesquisa teórica em psicanálise: das suas condições e possibilidades

This article is part of the methodological approach concerning theoretical investigation aspects, developed from the analysis of research in Psychoanalysis. Due to its peculiarities, research in Psychoanalysis raises issues and questions which advance far beyond the positivist conceptions which underline the dominant paradigm of our present day production of knowledge. Considering Psychoanalysis as the effect of the psychoanalitic act in itself, mainly when considering its theoretical scientific approach which must be part of a specific method, the following question is raised: what are the real possibilities of research in Psychoanalysis, specifically theoretic al research in Psychoanalysis? The article aims at articulating relevant issues concerning the field of Psychoanalysis and their relevant development for research in this field. To sum up, the article highlights issues concerning the role of the researcher as a necessary and decisive condition for any theoretical research in the field of Psychoanalysis.

Nas trilhas do real: mais além da psicologia do espectador

This essay to discusses the relationship between psychoanalysis and aesthetic thinking, through the prism of Lacan’s theory on visuality, as perceived by the critic and art historian Hal Foster. In my opinion, this intersection would allow us to enlighten new ways of reading the work of art towards a paradigm of a non-applied psychoanalysis. Therefore, this paper intends to tackle aspects which concern the Lacanian concept of real in order to question some problems that concern the contemporary work of art.

Enquadres clínicos, enquadramentos estéticos: arte e psicanálise

This paper aims at establishing a link between the psychoanalytic idea of a clinical setting and the notion of framing in the artistic image. To this end, the reading is based on issues related to clinical care, in the specific sense of a setting, casting itself in artistic creations that challenge the rigid status – when it’s the case – of this setting, and reflecting on the notion of transference, a basic phenomenon in this context. The conclusions refer to a direct approach between the aesthetic experience and psychoanalytic experience.

Procedimentos de jogadores no jogo virtual Colheita Feliz: a virtude e a regra

This study based on moral culture research and the theoretical Piagetian perspective aims to investigate the relation between virtue and rules in the procedures of participants in the Internet game Colheita Feliz (Happy Harvest) – an Orkut application. By means of descriptive qualitative analysis, the behavior of 60 participants in the game was observed during two months. The participants’ performance ranking was analyzed according to the procedures they used. The results showed predominance of the crop stealing procedure in comparison with the crop cultivation procedure and allowed to consider that the action of stealing of the participants was not guided by the universal principles of virtue, honesty or lack of it (moral domain) but by the playing convention for the game (social domain) favoring the stealing procedure, and also by personal domain (choices) and mutual agreement among the subjects participating in the game. The data did not indicate connections between the participants’ actions inside and outside virtual and real fields with regard to stealing, and reinforced the idea that rules are conventionalized in the domain of a group and depend on social interactions by which mutual respect among peers must prevail. The data also shows that morality is not the regulatory actions in the game. The results also showed the importance of carrying out research on procedures used by computer game players since such procedures can demonstrate cognitive, moral, affective and social aspects perceived during playful interaction situations.

Trocas simbólicas entre gerações: avós, netos e a literatura infantil

This work aims at understanding the intergenerational relationships between grandparents and grandchildren in contemporary society. To this end, we analyze two works of Children's Literature as a form of manifestation of the importance of symbolic exchanges between generations. Selected Menina Nina: duas razões para não chorar, Ziraldo (2002) and A menina, o cofrinho e a vovó by Cora Coralina (2009). We adopt a psychoanalytic reading as a reference for analysis, since it excels in psychic construction of the individual, his unconscious design and its interaction with the socio-cultural environment , which allows to explore and reflect on the links between generations , thus serving as a research method and interpretation of relationships within the family . We confirm our hypothesis with writers - grandparents, here represented by Ziraldo and Cora Coralina, which produced works that highlight the experience with their grandchildren. Thus, grandparents, grandchildren and readers are active in recovery and symbolic transmission characters.

Relações entre ética e psicanálise

We present, in this essay, considerations about the ethics of Psychoanalysis. We seek to reflect on the possibility of Psychoanalysis serving as a founding element of an ethics. For that, firstly, we will present a few conceptions of ethics and moral and, afterwards; we will make considerations in order to answer the following question: is a psychoanalytic ethics possible?

Equívocos na leitura da teoria de Jean Piaget

Dans cet article, nous présentons l'analyse des erreurs commises par rapport à l'épistémologie génétique et la psychologie de Jean Piaget. Nous nous appuyons sur un essai publié dans un périodique brésilien concernant la constitution du sujet d’enfance et la théorie de Piaget. Nous avons comme but d’aider à reprendre la «vraie» théorie de Piaget et de donner un aperçu aux lecteurs à fin de ne pas reproduire de telles erreurs ou être confrontés à de différents sens donnés à la même théorie. En ce qui concerne l'analyse, les auteurs du rapport disent que l'homme est le résultat de différents stades de développement et de ses phases. Cependant, en cherchant à expliquer comment les structures logiques deviennent nécessaires, Piaget a affirmé de ne pas rien avoir inventé. Il a conclu que la constitution des structures opératoires est le résultat de l'interaction du sujet avec le milieu, à condition qu'il dispose de certaines conditions prealables et qu’il soit capable d' établir ses rapports De cette manière, s'il a identifié des moments de la psychogenèse cognitive, il l’a fait grace à la constatation de que les sujets, dans cette interaction avec le milieu, finissaient par construire des manières qualitativement différentes de comprendre et gérer la réalité. Ainsi, Piaget n'a pas cherché de mettre les individus dans des phases ou périodes, artificiellement. Une autre erreur est celui de considérer que Piaget soit adepte de la dicotomie normalité/ anormalité. Ses préoccupations sont de nature épistémologique, et s'il est parvenu à formuler une psychologie, cela avait comme but de donner une base scientifique à sa théorie de la connaissance. Encore une autre confusion a lieu quand on affirme que Piaget a identifié les enfants aux peuples primitifs. Il a seulement dit que la nécessité d’entrer en relation avec le milieu est égale pour l'homme primitif comme pour celui d'aujourd'hui; par conséquent, le fonctionnement est le seul élément biologique considéré par Piaget, vu que tous les êtres vivants cherchent à s’adapter à la réalité. D’après cet angle, on constate que, de la même manière que l’homme primitif a été un enfant - comme ceux d’aujourd'hui - il a cherché à interagir avec le milieu à fin d'assurer sa survie. Il arrive que ses demandes étaient élémentaires du point de vue logico-mathématique, contrairement à nos jours. Une autre erreur consiste à dire qu'il a soupçonné ou admis que les processus de pensée reconnaissaient une organisation logique. Il ne s’agit pas de soupçon ni d'admission, mais d´une nécéssité. Faute de cette fondation, tout le bâtiment piagétien s’effondrerait. Nous concluons que le concept de progrès et l'état de l'intelligence sous-entendent la critique des auteurs. Malgré cela, et même pas sans admettre les explications formulées par Piaget, c’est le fait de que les censeurs doivent faire face à une vérité: indépendamment de la culture ou du moment historique, les enfants agissent toujours de la même manière, en cherchant à donner un sens à la réalité. Nous pouvons donc être d’accord ou en désaccord avec l'explication de Piaget. Cependant, il y a quelque chose qui ne doit pas être ignorée: la contribution apportée par Piaget vers la compréhension de la logique du fonctionnement mental.