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- ItemCorpos infantis que “não cabem” na escola : os discursos de professoras nos protocolos de encaminhamento ao setor de psicologia(Universidade Federal de Mato Grosso, 2017-05-19) Stefani Neto, Danilo Flávio; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Trovão, Flavio Vilas Boas; 850.494.179-53; http://lattes.cnpq.br/2740243377988037; Ferreira, Marcelo Santana; 008.865.437-03; http://lattes.cnpq.br/0158780723584631The need for therapies, reports and interventions on children referred by the school for suspicion of attention disorder, concentration difficulties, emotional unrest, behavior problems and problems in relationships with peers finds in the Psychology Service the possibility of producing speeches as a way to refer the failure, ending it in the own child. This research, belonging to the Research Group “Infância, Juventude e Cultura Contemporânea” – GEIJC - ("Childhood, Youth and Contemporary Culture"), parts of the following question: which discourses about the children's bodies compose the complaints presented in the protocols, made by teachers of the municipal public education department of Sorriso city, Mato Grosso state, to the Psychology Service? The main objective of this study is to analyze the teachers' discourses about the bodies of the children in the forms to the psychologists, intending to understand the needs of “psychological” intervention, highlighting the reasons and the agents in the discursive net that request it (teachers, pedagogical coordinators or counselor, parents, school community).As specific objectives, we seek to: characterize the "psychological" demands of schools, based on protocols´ complaints enunciated by educators; To investigate the causes and differences in the needs for psychological intervention with children, based on gender relations in the school context and in the ways in which the teachers conceive them; To demarcate, in the teachers' discourses, what constitutes the "child ideal body", adapted to their education, development and learning. Based on dichotomous conceptions about the education and development of children, the teacher who directs these children seeks, through the expectations assigned to the practice of Psychology, for therapies, interventions, observations and evaluations that contribute to the “pedagogical teach” in classroom. The emergence of the "individual person" that doesn´t concerns in the space supported by essentially biological visions on the child, or in a maturation perspective of deficits and neuropsychological delays, sometimes related to the lack of will, motivation or interest, foments the tendency to solve these conflicts in outer space beyond the school. With a qualitative approach, the research is divided into three stages: the first corresponds to the analysis, tabulation and organization of protocol data sent from municipal school units throughout the academic year of 2015; The second, to the analysis and categorization of the complaints described by teachers; The third one, the interviews with six teachers (two from each phase - Early Childhood Education, Elementary School up to 5th year and Elementary School after the 6th year). Based on concepts of dialogism, ideology, responsiveness and genres of discourse for Bakhtin, it is proposed to analyze the ideologies present in school complaints, also considering authors such as Le Breton, Vigotski and Foucault. The analysis of the referral protocols and the interviews evidences distinctions in the characterization of the educational problems between boys and girls present in the complaints of their teachers. As a responsive act in the chain of productions on the theme, this research tries to contribute to the debates on the "unmedicalization" and non-pathologization of contemporary childhood.
- Item“Quem poderá normatizar a criança?” : o que diz a psicologia sobre infância, sexualidade, gênero e desenvolvimento em cursos de licenciatura e de formação de psicólogo/a(Universidade Federal de Mato Grosso, 2018-02-28) Andrade, Hugo Higino Perez de; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Ferreira, Marcelo Santana; 008.865.437-03; http://lattes.cnpq.br/0158780723584631Childhood has occupied significant spaces in the process of producing knowledge about the subject. Yet, even with such importance, childhood has always occupied a place of invisibility and erasure. Even after the conception of childhood is created, children constantly suffer violations from adults. At the present time, reflections of such a process of erasure directly affect how childhood time is lived and meaning by children. The notions of "incapacity" and "inability", which are attributed to him, are configured as devices of power, which arrange infant bodies to be subjugated to discourses of the rational adult world produced in modernity. Along with the notion of unfinished, the discourse of sacredness and purity of children is engendered. This conception creates a discourse that erases the sexuality of the child development process, defining it as a human dimension only in adult life. Throughout this process, Psychology, as a human science and therefore as a device of know-power, acted as a mechanism for legitimizing and mediating educational practices that strengthen this logic of (non)place and purity, which circumscribes the childhood. In order to understand the formulation and the implications of the psychological discourse on child sexuality in the context of the formation of teachers and psychologists, this research, developed within the framework of the research line "Childhood, Youth and Culture The aim of this study is to analyze the discursive production produced by psychology at the Federal University of Mato Grosso, Câmpus de Cuiabá, through the analysis of the "Contemporary, rights, policies and diversity" and the Research Group "Childhood, Youth and Contemporary Culture" (GEIJC) discursive study of the teaching plans of the disciplines of Psychology of Education, for the undergraduate courses, and of the teaching plans of the disciplines of developmental psychology, for the Psychology Course, as well as the interviews with four teachers responsible for these disciplines. The research was based on theorists and studies, such as: Michel Foucault (2006, 2010), when working the body and sexuality in its discursive dimension; Le Breton (2013), when treating the body as a symbolic construction; the feminist studies of Haraway (1995), in problematizing the dichotomies between nature and culture; the studies on gender of Judith Butler (2015). As a theoretical-methodological reference, the research was anchored in Bakhtin's theory of enunciation (1992) and in the notion of partial knowledge of Haraway (1995). As a temporary cut, we work with the teaching plans in force in the 2016 school year. The interviews were made with teachers responsible for the disciplines mentioned above, being two / two contractors and two / two effective. Analyzing the discourses in the teaching plans, one can see that most of these carry contexts of a modern ideology, which separates the body from reason and makes the human a productive machine of capital. Childhood is placed in the place of negative, of abjection. It is only defined as the time of "becoming", making it impossible to have a more concrete experience of existing in the present time. Of course, in the midst of this whole context, it is possible to observe an attempt to visibility the issues of diversity in childhood, however very timidly.