Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-30T19:06:26Z No. of bitstreams: 1 SuelyAlencarRochaDeHolanda_TESE.pdf: 1013234 bytes, checksum: febc510c74eb9939be2414cee933380c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-31T20:57:54Z (GMT) No. of bitstreams: 1 SuelyAlencarRochaDeHolanda_TESE.pdf: 1013234 bytes, checksum: febc510c74eb9939be2414cee933380c (MD5) / Made available in DSpace on 2016-05-31T20:57:55Z (GMT). No. of bitstreams: 1 SuelyAlencarRochaDeHolanda_TESE.pdf: 1013234 bytes, checksum: febc510c74eb9939be2414cee933380c (MD5) Previous issue date: 2015-06-08 / A tese se insere no campo da psican?lise, numa perspectiva freudo-lacaniana e trata da possibilidade de produ??o singular em contexto de grupo, a partir de experi?ncia de escuta em grupo aos professores do NEICAp/UFRN, entre 2007 e 2009. A dire??o assumida na escuta distingue o desejo da demanda e sustenta um n?o saber no lugar do endere?amento das falas, promovendo a circula??o da palavra e o esvaziamento das significa??es cristalizadas. A revis?o de literatura sobre a pr?tica anal?tica com grupos permite localizar que ? em rela??o ? orienta??o freudo-lacaniana que se justifica a quest?o tratada no trabalho. ? luz da produ??o dos analistas lacanianos a especificidade da psican?lise articula-se ao tema da forma??o do analista, a partir do qual interrogam-se os limites de sua aplica??o. Da orienta??o anal?tica assumida decorre a exig?ncia ?tica de colocar em discuss?o a pr?pria pr?tica ? luz dos fundamentos da psican?lise. A tese conta com quatro cap?tulos de aportes te?ricos, tr?s cap?tulos que trazem fragmentos da experi?ncia, na forma de relatos cl?nicos e sua discuss?o ? luz dos achados te?ricos, e um cap?tulo de considera??es finais. Os achados dessa experi?ncia testemunham mudan?a de posi??o subjetiva das professoras, com consequ?ncias significativas para algumas crian?as. Essas mudan?as de posi??o subjetiva, verificadas nos relatos cl?nicos equivalem-se ? retifica??o subjetiva. Conclui-se que esse dispositivo de escuta em grupo preserva a singularidade, promovendo efeitos anal?ticos e evidenciando a incid?ncia da orienta??o anal?tica. / The thesis is within the field of psychoanalysis, a Freudian-Lacanian perspective and deals with the possibility of individual production in a group setting, from listening experience in a group of teachers of NEI-CAP/ UFRN, between 2007 and 2009. The direction taken in listening aims desire beyond the demand and sustains a not know instead of addressing the speeches, promoting the circulation of the word and the emptying of the crystallized meanings. The ethical demand to put into discussion the very practice with regard to the fundamentals of psychoanalysis is a result of analytic assumed. The construction of clinical reports from notes has highlighted some of the listening effects. Changes in the subjective position on the part of some teachers, consisting of unique productions similar to the subjective rectification, with significant consequences for the children that they occupy. A literature review on analytical practice with groups allowed locate the preservation of singularities as delimitation of analytical orientation. As discussions backdrop of such practices, the application of psychoanalysis theme refers to the training analyst. The route with some seminars and writings of Lacan on this topic, culminating their resumes in light of their formulations about the analytic act, extracted a seizure more precise about the formation of the analyst. Issue that demands to be replaced every turn, implies the production of a desire warned of the impossible at stake in demand. In light of the analytic act, the passage from analysant to analyst shall result in forfeiture of the subject supposed to know, which is reduced to the waste in which the analysant?s object a was became. The listening device group promotes analytical purposes, preserving the uniqueness and highlighting the incidence of analytical orientation. The size of a warned desire operating in listening is what is responsible for the function of the analyst experience.

Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1 MassildeMC_DISSERT.pdf: 2766975 bytes, checksum: e5b157cd68b26843e95bae73f50d1d13 (MD5) Previous issue date: 2012-07-06 / This research has as study objective the development of humanescent experience in the process of self-formation of the teachers of the Infantile Educational Unit of the Education Center of the Federal University of Rio Grande do Norte. It has as general objective the description and analysis of how the humanscent experience of life contributes and is manifested in the children educator in his way of being, living and in his pedagogical practice. As specific objectives, the identification of the contributions of the humanescent experiences in the children educator in his way of being, living and in his pedagogical practice; the analysis of the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity. It is a descriptive study of qualitative nature understood as an existential action research that uses the principles and fundamentals of the etnomethodology and phenomenology. Sixteen teachers six that are effective teachers, six substitute teachers and 4 interns - took part in this investigation. Six humanescent experiences were carried out with them. As main tools we point out: the participative observation, the sand game, the photographic register and the semi-structured interview. The analyses were centered in the categories of the ludopoetic system, described above and referred to in the theoretical fundamentals selected for the study. From the analyses and to the answers to the objectives of the study, we make clear the following considerations: the reports of the teachers reveal that the humanescent experiences have contributed to make them more ludic, sensitive, emotional and lovely people, and this has reflected in their educational practice and has been making sense in their and their students lives. In this way, we make evident that the humanescent experiences have contributed to improve the ludopoesis of the teachers, revealing in the embodiment changes in their way of being, of living together and in their educational practice. In relation to the contributions of the humanescent experiences to the children educator from the ludopoetic categories self-esteem, selfworth, self-realization, self-territory and self-connectivity, we emphasize the following aspects: with the self-esteem, teachers have become more creative, rebuilding their possibilities of intensely experiencing the pleasure of living; in the context of selfterritory, the teachers have provided the realization of the wishes and expresson of oneself while lively interacting with the environment and with the other different territories of the educational process, in a continuous process of demarcation. Concerning the self-connectivity category, we emphasize that the teachers started to become more tuned with themselves, with the environment and with the other teachers because of the general well-being to the success of personal, pedagogical and institutional objectives, promoting a harmonic, lovely and ludic environment. Concerning the self-worth category, the teachers have valued the struggle for a school that is more committed with the search for happiness. From the self-realization, the teachers have shown self-recognition while ludic beings, playing with the beauty in their lives, allowing the flowing in its completeness, the other possibilities of analysis, the educational formation and development. We would like to emphasize that the considerations above are not over after what has been presented because of the richness of experiences revealed in the research / Esta pesquisa tem como objeto de estudo o desenvolvimento de viv?ncias humanescentes no processo de autoforma??o das professoras da Unidade Educacional Infantil, do Centro de Educa??o da Universidade Federal do Rio Grande do Norte. Apresenta como objetivo geral: descrever e analisar como as viv?ncias humanescentes contribuem e se evidenciam no educador infantil na sua forma de ser, no conviver e na sua pr?tica pedag?gica. Como objetivos espec?ficos: identificar as contribui??es das viv?ncias humanescentes no educador infantil na sua forma de ser, no conviver e na sua pr?tica pedag?gica; Analisar as contribui??es das viv?ncias humanescentes para o educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e autoconectividade. Trata-se de um estudo descritivo de natureza qualitativa compreendida como uma pesquisa a??o existencial, que adota os princ?pios e fundamentos da etnometodologia e da fenomenologia. Participaram da investiga??o 16 (dezesseis) professoras, sendo 6 (seis) professoras efetivas, 6 (seis) professoras substitutas e 4 (quatro) bolsistas. Com elas, foram desenvolvidas 6 (seis) viv?ncias humanescentes. Como principais instrumentos destacamos: a observa??o participante, o jogo de areia, o registro fotogr?fico e a entrevista semi estruturada. As an?lises foram centralizadas nas categorias do sistema ludopoi?ticos: descritas acima e referenciadas nos fundamentos te?ricos elegidos para o estudo. A partir das an?lises e em respostas aos objetivos do estudo, evidenciamos as seguintes considera??es: Os relatos das professoras revelaram que as viv?ncias humanescentes contribu?ram para que se tornassem pessoas mais l?dicas, sens?veis, emocionais e amorosas, sendo isto tudo extensivo a sua pr?tica educativa, que passou a ter sentido e significado para a sua vida e de seus educandos. Nesse sentido, evidenciamos que as viv?ncias humanescentes contribu?ram para impulsionar a ludopoiese das professoras, revelando na corporeidade mudan?as na sua forma de ser, de conviver e na sua pr?tica educativa. Em rela??o ?s contribui??es das viv?ncias humanescentes para o educador infantil a partir das categorias ludopoi?ticas autotelia, autovalia, autofrui??o, autoterritorialidade e autoconectividade ressaltam-se os seguintes aspectos: Com a autotelia as professoras tornaram-se mais criativas, recriando suas possibilidades de experienciar intensamente o prazer nos seus modos de viver/conviver encontrando sentido para sua vida; No contexto da autoterritorialidade as professoras propiciaram a concretiza??o dos desejos e express?o de si mesmas ao interagir vivencialmente com o meio e com os outros nos diferentes territ?rios do processo educacional, em um processo cont?nuo de demarca??es. Em termos da categoria da autoconectividade evidenciamos que as professoras passaram a entrar em sintonia consigo mesmas, com o meio e com as demais professoras em fun??o de um bem comum ao sucesso de metas pessoais, pedag?gicas e institucionais promovendo um ambiente harmonioso, afetivo e l?dico. Para a categoria da autovalia se revelaram nas professoras o valor na luta por uma escola mais comprometida com a busca de ser feliz, da felicidade e da alegria de viver; A partir da autofrui??o as professoras revelaram um autorreconhecimento enquanto ser l?dico, jogando com a beleza na sua vida e permitindo o fluir em plenitude. Destacamos que as considera??es acima n?o se esgotaram no que foi apresentado a partir das riquezas das experi?ncias relevadas pela pesquisa

Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 EvanirOP_TESE.pdf: 3079545 bytes, checksum: fd4e1a1538af990081f52f0980051cf2 (MD5) Previous issue date: 2011-12-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study shows the movement of educators ludopoiese ecosystem of the Center for Early Childhood Education Marise Paiva-CEIMAP. We used the metaphorof dance as an opportunity to stimulate scientific creativity. Ecosystem Thought, complex thinking, the theory of autopoiesis and Flow Theory, constituted the main theoretical steps to understand the phenomenon of ludopoiese, from the look of your totalidadem with the following objectives: 1 - Identify and interpret the process of self ludopoi?tica CEIMAP of Early Childhood Educators in the actions of the play, care for and educate in school life; 2 - Analyze Ecosystem Thought from ludopoi?ticos how these processes affect and / or possible changes and transformations in practice humanescenteseducational CEIMAP. The theoretical metod?gicos steps to address the proposed objectives are grounded in existential action research part of the appreciation of the complexity of the real, considering the human being a whole dynamic. In this sense the game of sand, recreational experiences, the systematic studies and video training were explored with a view to the transdisciplinary relevance of everyday phenomena. New knowledge acquired in accordance with the directions given indicating the movement of the ecosystem studied ludopoiese educators, involved in four main streams: love, play, care for and raise it from love streamline interdependently. The ludopoiese eachteacher would then be fed by this web generated by love that permeates all other educational activities, nurturing and maintaining a constant creative self-organization of knowledge and know-how to be teachers. Thus, every network that generates andstream lines the system emerges ludopoi?tico biology of love, the open dialogue and playing in the wishing well to the student, the aesthetic beauty of caring and educating, as a human conditionand relevant as possible to live / live not only in teaching children, but in other educational contexts of teaching and teacher education / Este estudo apresenta o movimento ecossist?mico da ludopoiese dos educadores do Centro de Educa??o Infantil Marise Paiva-CEIMAP. Utilizou-se a met?fora da dan?a como uma possibilidade de estimular a criatividade cient?fica. O Pensamento Ecossist?mico, o Pensamento Complexo, a Teoria da Autopoiese e a Teoria do Fluxo se constitu?ram os principais passos te?ricos para compreender o fen?meno da ludopoiese, a partir do olhar de sua totalidade, tendo como objetivos espec?ficos: identificar e interpretar o processo de autoforma??o ludopoi?tica dos Educadores Infantis do CEIMAP nas a??es do brincar, cuidar e educar no cotidiano escolar e analisar, a partir do Pensamento Ecossist?mico, como esses processos ludopoi?ticos afetam e/ou possibilitam mudan?as e transforma??es humanescentes na pr?tica educacional do CEIMAP. Os passos te?rico-metod?gicos para encaminhar os objetivos propostos se fundam na Pesquisa-a??o Existencial, que parte da aprecia??o da complexidade do real, considerando o ser humano uma totalidade din?mica. Nesse sentido, o jogo de areia, as viv?ncias l?dicas, os estudos sistematizados e a videoforma??o foram explorados, tendo em vista a relev?ncia da transdisciplinaridade nos fen?menos cotidianos. Os novos conhecimentos adquiridos indicam o movimento ecossist?mico da ludopoiese dos educadores estudados, implicado em quatro fluxos essenciais: amar, brincar, cuidar e educar, que se dinamizam a partir do amor de forma interdependente. A ludopoiese de cada educador seria, ent?o, alimentada por essa teia gerada pelo amor que permeia as demais a??es educacionais, nutrindo e mantendo uma constante auto-organiza??o criativa do saber ser e saber fazer docente. Assim, toda rede que gera e dinamiza o sistema ludopoi?tico emerge da biologia do amor, da abertura dial?gica do amar e brincar, no querer bem ao educando, na beleza est?tica do cuidar e do educar, como uma condi??o humana poss?vel e relevante de viver/conviver n?o apenas no ensino infantil, mas nos demais contextos educacionais de ensino e forma??o docente