O sofrimento gera luta: o impacto da anemia falciforme e da vivência do adoecimento no desenvolvimento psíquico de portadores da doença

Pós-graduação em Saúde Coletiva - FMB

O discurso do humor politicamente incorreto no mundo contemporâneo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Da margem ao centro dos holofotes: o arcabouço legal dos/as catadores/as de material reiclável e reutilizável

Pós-graduação em Serviço Social - FCHS

A gestão nas unidades básicas de saúde no município de São Paulo: a percepção dos trabalhadores

Pós-graduação em Serviço Social - FCHS

A intersetorialidade das políticas de saúde e de assistência social no sistema de atenção domiciliar em Franca/SP

Pós-graduação em Serviço Social - FCHS

Processos educativos e emancipação: a visão dos educadores sociais sobre suas práticas

Pós-graduação em Educação - IBRC

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.

A teoria, a prática, o professor e a educação ambiental: algumas reflexões

The acceleration of economic and scientific development caused by the production system and mechanistic science, have created new power structures and new political and social problems, including environmental ones, consolidating a period of widespread crisis in different spheres of society. In this context, reflection about the major causes of environmental problems is necessary in the field of environmental education. Therefore, considering that the current environmental crisis is directly related to the mode and the devices of production of the capitalist system, initiatives on environmental education should reflect, from a historical and dialectical process, on what is advocated by capitalist society. Considering the various theoretical-practical concepts and approaches in environmental education, the principles of Critical Environmental Education can provide conditions to confront the structural crisis that we are facing, through the educational process. It is a political process of reflection and critical appropriation of knowledge, attitudes, values and behaviors that aims to contribute to build a sustainable society from the social and environmental points of view. We intend to articulate it through the theoretical formulations of Historical-Critical Pedagogy with the purpose of presenting a reflection that may contribute to a pedagogic response to environmental issues, especially regarding the formation of teachers who develop projects in schools. Thus, this present study intends to highlight the contributions of the philosophy of praxis in the formation of environmental educators, grounded in theoretical aspects of Critical Environmental Education.

Sociedad de la Información: uso de la Web 2.0 por comunicadores politicos brasileros

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Por uma práxis da comunicação na formação de um comunicador comunicólogo

What is the place of theory in the field of communication? From this epistemological inquiry, this paper examines the tensions and connections between theory and practice in the discipline of Communication. It discusses the segmentation of Undergraduate courses of Communication in Journalism, Public Relations, Advertising, and Radio and the emphasis on technical and vocational training that occurs in the communicator’s education. It discusses some components of the new curriculum guidelines of the course of Journalism and articulates this segmentation with the Postgraduate area. The paper also discusses the deduction and induction movements in the construction of the area’s knowledge and advocates a dialectical examination of the relationship between science and experience, theory and practice, leading to a praxis of communication.

A internalização de signos como intermediação entre a psicologia histórico-cultural e a pedagogia histórico-crítica

This article highlights the theoretical and methodological unity existing between the culturalhistorical psychology and the historical-critical pedagogy, taking the category of mediation as a central element of analysis. This fact is justified since that category is emerging as an essential premise of the historical-materialist dialectical method; and this method, in turn, is the foundation of both the historicalcultural psychology and the pedagogy historical-critical. For achieving the stated aim, the text is organized around two themes. The first goes back to the historical-cultural conception of psychism, highlighting of internalization of signs as a condition for the development of that psychism; the second brings into focus the relationship between internalization of signs and concept formation, in order to demonstrate that the quality of the concepts in the training school is the intervening variable in the psychological development. By the way of concluding remarks, it is said the internalization of signs as a central element of mediation between historical-cultural psychology and historical-critical pedagogy.

A escrita dialógica: investigando o relacionamento do sujeito com o próprio texto

Pós-graduação em Letras - FCLAR