Aproximações do teatro do oprimido com a Psicologia e o Psicodrama

O presente artigo aborda as aproximações do teatro do oprimido na modalidade do arco-íris do desejo, método de terapia e teatro criado por Augusto Boal com a Psicologia, em especial com o psicodrama. O teatro do oprimido é frequentemente comparado e até mesmo confundido com o psicodrama, daí a necessidade de apontarmos algumas semelhanças e diferenças entre os dois métodos, as teorias que inspiraram seus criadores, bem como os objetivos que procuravam alcançar. Procuraremos problematizar o uso das técnicas do arco-íris do desejo considerando a função e a preparação do curinga para aplicá-las, seu manejo, bem como o lugar de autoridade que lhe é conferido. As técnicas boalianas devem ser utilizadas com o devido cuidado, pois é necessário não perder de vista as possíveis consequências que o seu uso indevido pode provocar nos participantes, posto que são técnicas mobilizadoras de fortes conteúdos emocionais.

¿Mejora la visualización espacial con el aprendizaje del dibujo técnico?

The present study article whether instruction in technical drawing improves aptitude for spatial visualization. Tests for visualization were administered to a sample of first year engineering students at the beginning and end of a technical drawing course. Findings show improvements in the visualization test performance in a moderate number of students; this effect was the same in both men and women. These results show that spatial visualization is an aptitude that can be enhanced with training.

Nos rastros da história da assistência da psicologia no Pará: a inserção do psicólogo no Hospital Psiquiátrico Juliano Moreira (1978-1984)

A investigação da Inserção do Psicólogo no Hospital Psiquiátrico Juliano Moreira se constitui em uma proposta de resgate do desenvolvimento da Psicologia no Estado do Pará, com o objetivo de analisar tal percurso histórico no período 1978 a 1984, situando a formação e atuação do Psicólogo, posicionando-o historicamente no âmbito da referida instituição de saúde mental e seus reflexos na atualidade. Pretendeu-se, por meio da análise de conteúdo, trazer à tona o trabalho terapêutico, no contexto da Inserção do Psicólogo, desenvolvido por meio do recurso da história oral a ser viabilizada a partir de entrevistas semi-estruturadas com cinco sujeitos ex-estagiários do Hospital Psiquiátrico Juliano Moreira. Os resultados mostram que a Praxiterapia foi a base do trabalho terapêutico utilizado por esses psicólogos naquela época, mas que com o tempo houve avanços que permitiram a eles se posicionarem profissional e politicamente, processo esse possibilitado pelo estudo, pelas lutas, pela consolidação de sua identidade, como também por melhores condições de trabalho e assistência aos pacientes. Concluiu-se que o presente trabalho foi além do percurso histórico da Inserção e do trabalho terapêutico do Psicólogo, considerando o caráter protagonista e mobilizador que residia nesse profissional em prol de melhores condições para o lugar que, na prática, o formou.

A relação sujeito-objeto e a unidade afetivo-cognitiva: contribuições para a psicologia e para a educação

The relationship between affective-emotional problems and school learning is present in areas of Psychology and Education. In the present study, of theoretical and bibliographic characteristics, we investigated elements that might confirm the thesis of the historicity of cognitive and affective processes, giving to these processes a social and symbolic connotation . Through the Historic-Cultural Psychology we approached the subject-object relationship and affective-cognitive unit proposing to overcome the subjectivist and organicist thinking. The study suggested the importance for us to (re) think the relationships that the subject establishes with the environment, the role of knowledge and practical conditions of life and education. Besides, it highlighted the activity as a main category in the constitution of needs and motives, as well in the formation of desires and the objectification of them. In this way, it enhances the learning and promotes the development, considering that the formation of subjectivity in each subject is the effect of an educative process that shall be object of study of both Psychology and Education.

O cientificismo como obstáculo à compreensão ético-política da Psicologia

In separating the phenomena of their social, human, and ecological contexts, and by not taking into account intentional and valorative categories, natural-scientific methodologies impede the comprehension of some human activities which include values, chiefly ethical and political. In this context, scientism is the dogmatic and non-thematized acceptance of natural-scientific methods. From this point on, in the context of psychology, the aim of this paper is to demonstrate how scientism can function as an epistemological and methodological obstacle to an ethical and political understanding of psychology. Thus, at first, through reflections based on problems encountered in the literature on the subject, scientism's dogmas and some counterpoints are presented; some of its consequences are addressed, by taking up two examples from current literature - the labeling and the racial interpretations, and, finally, a program of research which deals with these problems is presented as an alternative: critical psychology.

Método de pesquisa da temática deficiência nos currículos de psicologia

The curricula study allows the verification of trends, concepts and the identification of teaching practices, enabling the planning and implementation of changes when necessary. The material presented here is part of the results obtained in a postgraduate research that deals with the training of psychologists to work with people with disabilities, which appealed to the document analysis. To accomplish this task it was used a methodological procedure named searching through radical, which allowed greater agility to the search, enabling the quick identification of the courses containing topics of interest for research, facilitating their selection to study. The use of document analysis as a methodology allowed both the collection and organization of information that were diffused, providing them new configuration as source of information, as the processing and interpretation of the raw data, giving them direction and adding them value. In 36 courses, 35 had at least one subject related to persons with disabilities, and the sum of these resulted in 85 subjects for analysis. The interpretation of data obtained through reading the menus brought information about prevalent intentions on the menus of the subjects, to research in the area, teaching procedures, techniques and possibilities of action and insertion of psychologists in different contexts in which they can deal with disability. In a positive perspective, the results showed that there seems to be a tendency to enhance the interface of psychology with other knowledge areas to understand the issues related to disability.

Formação profissional e conceitos de moral e ética em estudantes de psicologia

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

Contribuições da psicologia histórico-cultural para a educação do campo

Este artículo tiene como objetivo presentar los supuestos básicos de la psicología histórico-cultural con el fin de aclarar sus contribuciones a la educación del campo. Esta teoría psicológica, cuya base filosófica es lo materialismo histórico-dialéctico, afirma el carácter social de la psique humana y la apropiación de signos como estera del desarrollo ilumina el papel indispensable de la educación escolar en la formación de los individuos. En este sentido, aborda los siguientes temas: historia y fundamentos filosóficos-metodológicos de la sicología histórico-cultural; diferenciación entre las propiedades psíquicas heredadas por la naturaleza (funciones síquicas básicas) y aquellas culturalmente formadas (funciones síquicas superiores); expresiones ontogenéticas de la producción y interiorización de la cultura; relaciones de intercondicionabilidad entre prácticas sociales y comportamientos complejos culturalmente formados. Como conclusión señala las alianzas entre la matriz psicológica resaltada y la pedagogía histórico-crítico, ya que para ambas teorías no son cualquiera modelo de educación escolar que apoyan la formación de las personas, sino más bien, una que les ofrece los contenidos culturales históricamente sistematizados y aprobados por la práctica social de todos los hombres.

Fundamentos psicológicos da pedagogia histórico-crítica e fundamentos pedagógicos da psicologia histórico cultural

This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

Anísio Teixeira e a psicologia: o diálogo com a psicanálise

This paper analyses the ideas and the work of Anísio Teixeira in the first years of the 1930s, focusing his conceptions concerning the value of Psychoanalysis for Educational Reform in Brazil. Whereas the ideas and practices Teixeira should be understood in the historical context in which they were developed, the work presents the history of the introduction of the psychoanalytic knowledge in the Brazilian Renovator Educational Movement, highlighting the relevance of hygienism in the dissemination of Freud's theses in education. The findings indicate that Teixeira interacted with the concepts of Psychoanalysis through the hygienist movement and the ideas of Arthur Ramos, considering the individual as being linked to the social environment.

Educação escolar e constituição do afetivo: algumas considerações a partir da psicologia histórico-cultural

Cultural-Historical Psychology alleges the thesis of social experience as the basis of human formation and points the affective-cognitive unity as the intermediate in subject relations with the knowledge on the development of psychological functions. This article presents some elements that indicate the constitution of affective processes from the relations the subject maintains with human objectifications. Part of the critics to the organismic and subjectivist thought that, both in Psychology and in Education, separates emotions from other functions of human consciousness – treating them as deterrents in the teaching and school learning processes – and signs the importance of (re) thinking the relations the subject establishes with reality, the role of knowledge and of the concrete conditions of life and education that produce the affective processes. It defends that thinking and feeling are psychological processes developed from history of appropriation and objectification of signs and instruments that each subject realizes and affirms in scholar education, and the intentional character of teaching – in the organizational and pedagogical practice – as determinant elements in the transformation of the ways of thinking and feeling.

A Psicologia e a judicialização dos casos de violência sexual

The violence is a phenomenon to be faced by several public actions and requires a formal notification system that preserves the victim of suffering from public exposure. This article discusses, in the specificity of Psychology action at the Court of the State of Sao Paulo, the importance of public policy in confronting sexual violence and the assistance of the victims. The main objective of this article is to provide a review of the relationship between the Judiciary and the Public Policy, focusing on networking and the unnecessary judicialization of actions that should be developed in another environment. The way the fact is treated in the family and the society will determine the victims' reactions and their readiness to talk about it, both in the police investigation, as in the judicial lawsuit, or yet, in specific assistance programs.

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.

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.

Por que aprender isso, professora? Sentido pessoal e atividade de estudo na psicologia histórico-cultural

This research investigated the process of personal sense attribution to the study activity of students in Elementary School. The theoretical reference is the Historical-Cultural Psychology. It was conducted with students from 4th grade in a public school. The methodological procedures were: observation the daily life of a classroom; learning oriented situations; focus groups; interviews. As a result, we sought to define the analysis unit: the relation between the study activity motives and the objectives of study actions. It is defended the thesis that for the scholar learning to happen, the study actions of the students must have a personal sense correspondent to the motives and to the social meanings of the study activity, towards the human development promotion.