Contribuições da psicanálise de Freud e Lacan a uma Psicotherapia outra: a clínica do sujeito na saúde coletiva

Pós-graduação em Psicologia - FCLAS

Contribuições da psicanálise de Freud e Lacan e do materialismo histórico para a terapia ocupacional: uma clínica do desejo e do carecimento na saúde coletiva

Pós-graduação em Psicologia - FCLAS

Sofrimento psíquico e trabalho intelectual

This study aims to understand if intellectual work provides conditions for the emergence of psychic suffering inuniversity teachers in a public institution of higher education. Use is made of the philosophical assumptions ofhistorical materialism, work as a category of nuclear analysis of human phenomena, and also the categories ofalienated labor and intellectual work. It also refers to mental illnesses as a social production. The research subjectswere teachers with contracts of employment in exclusive dedication (RDIDP). It is used as an instrument for datacollection, a questionnaire with closed and opened questions of opinative character. Responses were categorized andanalyzed qualitatively and had not intention of giving statistical data. However, in order to better display, the samepercentage of the sample are presented, among which one third (29.6%) have some health problem after enteringuniversity. Of those, 15,5% are related to the organization of work, 5,6% to the working conditions, 2,8%concomitantly to the conditions and the organization of work. The results indicate that the organization of work in apublic university has shown itself as a space of psychic suffering, but also of alienation.

A causação mental segundo o realismo prático de Lynne Rudder Baker

The aim of this paper is to reflect on the problem of mental causation according to Lynne Rudder Baker’s Practical Realism. I try to show how the pragmatic assumptions of the philosopher allow her to criticize the prevalent views about the relation between mind and body, the Cartesian dualism, and, especially, the Jaegwon Kim’s reductionist materialism, as well as to restore and bypass, not without problems, the difficulties inherent in those approaches.

Educação e sustentabilidade: relações possíveis

Considering the defi nition of Environmental Education as a human development process that seeks the transformation of the relationship between society and environment, this paper – collectively written by the members of the research group – discusses the theoretical framework of our studies, understanding them not as ’straitjackets’ that force us to repeat and reproduce predetermined analysis, but as a pathway, a method to interpret reality, a method to look for the essence of the studied phenomena, the real world. The theoretical framework we present helps us, therefore, to overcome the fragmented feature of the construction of knowledge proposed by methodologies in whose epistemological axis are located empiricism, positivism and idealism, as well as to fi nd out the laws of the phenomena whose study concerns us. It also helps us to capture in detail the details of the problems, to analyze their evolution and track the connections between phenomena that surround them. That is the Historical, Dialectical and Materialistic method formulated by Marx and those who came after him, also known as the philosophy of praxis. Based on this reference, we discuss here the relationship between environmental education and sustainability, bringing the concepts of sustainable development and sustainability into the debate, concluding that for the critical perspective explained here, environmental education for sustainability is a process that joins theory and practice for the transformation of the relationships between societies and the environment. This is the critical dimension of environmental education as we comprehend it.

A crítica da Psicologia e a tarefa da crítica na Psicologia

This article discusses the need to deepen Psychology criticism as a science, unveiling its ideological commitment to the demands posed by the capitalism development and, at the same time, develop the critical thinking in Psychology. Taking the dialectical historical materialism as a basis, the main elements which should be contemplated by the critical thinking are presented: the dialectical reflection; the knowledge criticism; the denounce of degradation, alienation and human heteronomy in the conditions posed by capitalism and the possibility of being used as an instrument in the social transformation process. The incorporation of these elements can guide the constitution process of psychological knowledge which will be able to provide more satisfactory answers to questions concerning the dialectical relationship between individuals and society and the possibilities of human emancipation in nowadays society.

A dialética singular-particular-universal: implicações do método materialista dialético para a psicologia

Considering that Cultural-Historical theory has been gaining importance within Brazilian Psychology in the last decades, this essay aims at contributing to understanding its ontological and epistemological foundations, introducing the concepts of singularity, particularity and universality of the dialectics that exists between them. The analysis looks to explore the implications to Psychology, both as a science and as a professional practice, of the lukacsian indication about the need to apprehend the connections between singularity, particularity and universality as a condition for understanding the essence of phenomena. In that sense, this analysis brings light to the individual/society dynamics unity affirmed by historical-dialectical materialism, which contributes to overcoming of the dichotomies usually established between the poles of this relationship.

Terapia ocupacional educacional: revendo o desenvolvimento infantil por meio da teoria histórico-cultural

Pós-graduação em Educação - FCT

Heitor Ferreira Lima e a industrialização do Brasil

Pós-graduação em Ciências Sociais - FFC

Crítica ao conceito de Necessidades Básicas de Aprendizagem (NEBA) a partir da categoria marxiana de necessidades humanas

Pós-graduação em Educação Escolar - FCLAR

A “didática” nas peças didáticas de Bertolt Brecht: ensino em cena

Pós-graduação em Educação Escolar - FCLAR

O protagonismo das mulheres dos projetos de assentamentos localizados na mesorregião do Triângulo Mineiro: luta por efetivação de direitos ?

Pós-graduação em Serviço Social - FCHS

Velhice, ideologia e crítica: uma análise sobre a participação, protagonismo e empoderamento dos (as) velhos (as) nos espaços conferências

Pós-graduação em Serviço Social - FCHS

Profissionalização docente e subordinação do trabalho educativo à lógica flexível da produção capitalista

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Book Review of Archaeology as a Process: Processualism and Its Progeny by Michael J. O'Brien, R. Lee Lyman, and Michael Brian Schiffer

The field of archaeology incorporates a confusing assortment of ideas and approaches to the record. With studies ranging widely in ideology and goals, from strict descriptive materialism to sociological interpretation, language used to communicate key concepts (not to mention which concepts are key) also varies widely, resulting in low levels of mutual interest and intelligibility across the discipline. Archaeologists commonly ignore the majority of available literature as a result, further widening intellectual chasms.