Fenômenos emocionais no contexto explicativo do modo causal de seleção por conseqüências

B. F. Skinner deu início ao behaviorismo radical, enquanto filosofia de uma ciência do comportamento, e reuniu os argumentos experimentais e teóricos que fundamentaram tal ciência. A proposta skinneriana distinguiu-se da psicologia da primeira metade do século XX por instituir o monismo físico como visão de homem e recomendar a abordagem de respostas abertas e encobertas no contexto de relações indivíduoambiente. No entanto, a adoção do modo causal de seleção por conseqüências para a explicação do comportamento pode ser tida como controversa no âmbito de análise de fenômenos emocionais, por estes apresentarem componentes operantes, mas também respondentes. Tendo em vista que a seleção ao nível filogenético permite a compreensão do estabelecimento de relações respondentes incondicionadas, objetivou-se analisar até que ponto um modelo selecionista permite a explicação de relações respondentes condicionadas, nos casos referentes a fenômenos emocionais. A investigação de elaborações da análise do comportamento resultou na proposição de um modelo interpretativo de fenômenos emocionais por meio de inter-relações entre processos respondentes e operantes. A coerência interna do sistema explicativo skinneriano é preservada por manter-se o pressuposto básico de que, em se tratando da ontogênese, relações historicamente estabelecidas com o ambiente explicam a ocorrência de respostas abertas, encobertas, respondentes, operantes ou com ambos os componentes. Considerando que clareza conceitual tende a ser um pré-requisito para o desenvolvimento de alternativas de intervenção, contrastou-se o modelo interpretativo proposto ao contexto de realização de análises funcionais na literatura da análise do comportamento. Preliminarmente, tal modelo demonstrou ser uma ferramenta útil, na medida em que favorece a compreensão de diferentes funções das variáveis que participam das relações comportamentais em foco, de uma perspectiva contextualizada e histórica.

Intencionalidade em Tomasello, Searle, Dennett e em abordagens comportamentais da cognição humana

A abordagem de Tomasello da evolução da cognição humana busca integrar processos biológicos, comportamentais e culturais em um mesmo sistema explicativo. No entanto, uma das principais críticas a essa abordagem é a necessidade de uma melhor elaboração do conceito de intencionalidade. O objetivo do presente trabalho foi: (1) analisar o tratamento de Tomasello do conceito de intencionalidade; e (2) estabelecer interlocuções desse tratamento com teorias da intencionalidade na filosofia da mente e com abordagens funcionalistas da cognição humana na psicologia comportamental. Sugerimos que o tratamento do conceito de intencionalidade na abordagem de Tomasello é compatível com essas teorias e abordagens. Além disso, a abordagem de Tomasello pode ampliar a investigação de processos simbólicos mais complexos do que aqueles tradicionalmente investigados pela psicologia comportamental.

As teorias do jogo infantil de Vygotsky e Winnicott: uma análise intersubjetiva

Pós-graduação em Psicologia - FCLAS

O lugar do afetivo no desenvolvimento da criança: implicações educacionais

This study, of theoretical nature, aims to analyse some propositions of Historic and Cultural psychology about human psyche, especially regarding the constitution of affective processes in relation to child development. Therefore, brings together some principles of Spinozist philosophy that underlie the Vigotskian thought about affections and postulates that, for this school of psychology, on the basis of human development are the social experience and subject-object relation, constitutive of cognitive and affective processes. The analyses developed over the text indicate that social mediators - signs and instruments - subsidize the formation of activity and consciousness in a process that legitimizes the historic and social origin of affective functions. The paper aims to highlight the role of education as a privileged place of access to knowledge capable of transforming ways of thinking, feeling and acting of children through the processes of teaching and learning.

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.

Educação bilingue para surdos: práticas discursivas em tempos de exclusão

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

Humanization of health care: a reflexive theoretical essay based on the philosophy of Emmanuel Lévinas

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

O Sistema das Autoconsciências: da Epistemologia Genética a um Idealismo Especulativo

This paper discusses some of the general foundations of my philosophical journey, from studies, researches and reflections on the sciences and Genetic Epistemology, to the proposal of a speculative idealist metaphysics and ontology. I initially introduce the notion of a system of human beings and their behavior, in order to contextualize the discussion of one of the central questions of the paper: how can the system of human beings and their behavior be comprehended? I then make some general considerations about Genetic Epistemology and Psychology, and analyze the consequences of the thesis inherent in them that the object is an essentially intellectual being. Next, I consider the possibility of a different perspective on the Theory of Knowledge. This leads to the question “how are the different philosophic systems possible?” and to the necessity of the constitution of a philosophy that is able to deal with this question from a viewpoint of totality and on the basis of a thought able to think itself. I then make some considerations on the establishment of such a philosophy in regard to genetic epistemology, and introduce the notion of idea. Finallly, a general research project is proposed (that this paper only announces) that aims to use some concepts and arguments inspired by Hegelian Speculative Philosophy (or related to it) in order to comprehend the system of human beings and their behavior, especially in the production scenario of contemporary science and philosophy, including Genetic Epistemology. I hope I have contributed to showing that another philosophical view (distinct from Piagetian naturalism) is at least possible, one that takes into account the experimental data of Genetic Epistemology and Psychology.

Moralidade e violência nas escolas na visão dos professores

Pós-graduação em Psicologia - FCLAS

Possibilidades de atividades de comunicação emocional entre bebês: um estudo à luz da teoria histórico-cultural

Pós-graduação em Educação - FFC

A revisão das antinomias na psicologia: do racionalismo cientificista ao estruturalismo

In this essay, we sustain the idea that structuralist thinking is part of spontaneous criticism against the reductionisms that surround psychology. We depart from the radical split-up between the scientific viewpoint and that of metaphysics, expressed in the end-19th century scientific psychology projects. Next, we highlight the importance of the structuralist perspective in the review of the antinomic relations between the subjective and objective, operated at the heart of psychology throughout the 20th century. We show that the rejection of unilineal causality in favor of network causality curbed the advancement of unilateral or reductionist theories in psychology. Moreover, we consider the idea of structure as a point of convergence between psychology and philosophy. More than its explanatory nature, the notion of structure reveals an epistemological register capable of re-approximating psychology to the relativization of the ideal of scientific neutrality. The importance of structuralist thinking in psychology makes us consider the history of psychological knowledge as a type of research that belongs to cultural history.

Os primeiros trabalhos de Merleau-Ponty: convergência filosófica e diplopia metodológica

The discussion of different themes revealed in the initial works of Merleau-Ponty, which are especially relevant in debates on the foundations of psychology, demands a closer look at the strategically complicity, from a psychological viewpoint, between The Structure of Behavior and the Phenomenology of perception. That context constitutes the background for this article. Based on the prerogative of this complicity, the goal is to present a reading that highlights primordial issues to outline the philosophical intention of that author. Despite the use of distinct methodological perspectives, both are part of one single work project. They fit into the discussion of Cartesian antinomies in philosophy and depart from the delimitation of the same problem, i.e. that of perception, as a point of integration between the two fundamental orders of Descartes’ thinking: the soul and the body.

A dinâmica das pulsões na escola: um diálogo entre psicanálise e educação

Pós-graduação em Educação - FFC

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

The Challenges of Psychology at Work in Mental Health: the drugs issue.

This article aims to show that the challenges of psychology in working with mental health in the field of drugs is traversed by both the conceptions molded by biopolitical forces (FOUCAULT) as the decadence of modern democracy (AGAMBEN), and visible features in the current treatment given in Brazil to issue of smoking (SILVA), as well as urbanistic projects such as the case of Luz district in São Paulo (LEITE & CASTRO). In this sense, it leads us to question about what is prohibited, about who actually suffers the punishment, in short, about what do we really take care when we take into account the Unheimlich (FREUD) and other social interdicts (BATAILLE).