Procuramos fundamentar e explicitar neste trabalho o modo pelo qual o sujeito organiza, pessoal, coletiva e historicamente seu conhecimento astronômico. Toma-se como referencial teórico para essa organização a epistemologia genética de Jean Piaget, em particular sua teoria da abstração reflexionante. Apontam-se, na revisão bibliográfica, aspectos que se consideram relevantes para o conhecimento astronômico, tanto do ponto de vista teórico quanto histórico, seguindo uma direção que estrutura a gênese desse conhecimento específico, desde as estruturas sensório-motoras do sujeito, passando pelo pensamento pré-operatório, o pensamento operatório concreto e o pensamento operatório formal. O caminho seguido, uma vez que não podemos abranger o trabalho de Piaget na sua totalidade, foi o de fundamentar a aquisição do conhecimento no equilíbrio cognitivo, conseguido através de abstrações empíricas e reflexionantes, tendo como modelo, principalmente, o equilíbrio dos sistemas biológicos. Isso é, pretendemos mostrar como o conhecimento astronômico, iniciando pela percepção do céu, mediado pelo processo de equilibração e de abstração reflexionante, evolui por sucessivas tomadas de consciência dos fenômenos celestes e, ao mesmo tempo, das compreensões do próprio sujeito. Apontam-se, finalmente, algumas sugestões pedagógicas para que os fenômenos dos céus, inferenciais na sua totalidade, possam ser compreendidos em diferentes níveis de suas possíveis leituras. / This work has the objective of fundament and explicit in what ways one organizes, personal, collective and historically, its own astronomic knowledge. Jean Piaget’s genetics epistemology is taken as the referential theory, and the reflexionant abstraction theory taken as the central point. Through a checking on the bibliography, different aspects considered relevant for the astronomic knowledge are pointed out, in theory as in history, following a direction that structures the genesis of this specific knowledge, since one’s sensory-motor structures, going through the pre-operational thinking, the concrete operational thinking and the formal operational thinking. The way through which it was done, since we cannot go thorough the complete work of Piaget, fundaments the acquisition of knowledge on the cognitive equilibrium, acquired through empiric and reflexionant abstractions, having as a model, mainly, the biological systems equilibrium. In another way, with the astronomic knowledge, taken from the skies’ perception, mediated by the equilibrium theory and the reflecting abstraction theory, leads to the perception and understanding of the celestial phenomenon. By the end, the conclusions also point out suggestions in a pedagogical level so that the skies phenomenon, inferential in their totality, can be fully comprehended in all different ways of possible reading.

Procuramos fundamentar e explicitar neste trabalho o modo pelo qual o sujeito organiza, pessoal, coletiva e historicamente seu conhecimento astronômico. Toma-se como referencial teórico para essa organização a epistemologia genética de Jean Piaget, em particular sua teoria da abstração reflexionante. Apontam-se, na revisão bibliográfica, aspectos que se consideram relevantes para o conhecimento astronômico, tanto do ponto de vista teórico quanto histórico, seguindo uma direção que estrutura a gênese desse conhecimento específico, desde as estruturas sensório-motoras do sujeito, passando pelo pensamento pré-operatório, o pensamento operatório concreto e o pensamento operatório formal. O caminho seguido, uma vez que não podemos abranger o trabalho de Piaget na sua totalidade, foi o de fundamentar a aquisição do conhecimento no equilíbrio cognitivo, conseguido através de abstrações empíricas e reflexionantes, tendo como modelo, principalmente, o equilíbrio dos sistemas biológicos. Isso é, pretendemos mostrar como o conhecimento astronômico, iniciando pela percepção do céu, mediado pelo processo de equilibração e de abstração reflexionante, evolui por sucessivas tomadas de consciência dos fenômenos celestes e, ao mesmo tempo, das compreensões do próprio sujeito. Apontam-se, finalmente, algumas sugestões pedagógicas para que os fenômenos dos céus, inferenciais na sua totalidade, possam ser compreendidos em diferentes níveis de suas possíveis leituras. / This work has the objective of fundament and explicit in what ways one organizes, personal, collective and historically, its own astronomic knowledge. Jean Piaget’s genetics epistemology is taken as the referential theory, and the reflexionant abstraction theory taken as the central point. Through a checking on the bibliography, different aspects considered relevant for the astronomic knowledge are pointed out, in theory as in history, following a direction that structures the genesis of this specific knowledge, since one’s sensory-motor structures, going through the pre-operational thinking, the concrete operational thinking and the formal operational thinking. The way through which it was done, since we cannot go thorough the complete work of Piaget, fundaments the acquisition of knowledge on the cognitive equilibrium, acquired through empiric and reflexionant abstractions, having as a model, mainly, the biological systems equilibrium. In another way, with the astronomic knowledge, taken from the skies’ perception, mediated by the equilibrium theory and the reflecting abstraction theory, leads to the perception and understanding of the celestial phenomenon. By the end, the conclusions also point out suggestions in a pedagogical level so that the skies phenomenon, inferential in their totality, can be fully comprehended in all different ways of possible reading.

Procuramos fundamentar e explicitar neste trabalho o modo pelo qual o sujeito organiza, pessoal, coletiva e historicamente seu conhecimento astronômico. Toma-se como referencial teórico para essa organização a epistemologia genética de Jean Piaget, em particular sua teoria da abstração reflexionante. Apontam-se, na revisão bibliográfica, aspectos que se consideram relevantes para o conhecimento astronômico, tanto do ponto de vista teórico quanto histórico, seguindo uma direção que estrutura a gênese desse conhecimento específico, desde as estruturas sensório-motoras do sujeito, passando pelo pensamento pré-operatório, o pensamento operatório concreto e o pensamento operatório formal. O caminho seguido, uma vez que não podemos abranger o trabalho de Piaget na sua totalidade, foi o de fundamentar a aquisição do conhecimento no equilíbrio cognitivo, conseguido através de abstrações empíricas e reflexionantes, tendo como modelo, principalmente, o equilíbrio dos sistemas biológicos. Isso é, pretendemos mostrar como o conhecimento astronômico, iniciando pela percepção do céu, mediado pelo processo de equilibração e de abstração reflexionante, evolui por sucessivas tomadas de consciência dos fenômenos celestes e, ao mesmo tempo, das compreensões do próprio sujeito. Apontam-se, finalmente, algumas sugestões pedagógicas para que os fenômenos dos céus, inferenciais na sua totalidade, possam ser compreendidos em diferentes níveis de suas possíveis leituras. / This work has the objective of fundament and explicit in what ways one organizes, personal, collective and historically, its own astronomic knowledge. Jean Piaget’s genetics epistemology is taken as the referential theory, and the reflexionant abstraction theory taken as the central point. Through a checking on the bibliography, different aspects considered relevant for the astronomic knowledge are pointed out, in theory as in history, following a direction that structures the genesis of this specific knowledge, since one’s sensory-motor structures, going through the pre-operational thinking, the concrete operational thinking and the formal operational thinking. The way through which it was done, since we cannot go thorough the complete work of Piaget, fundaments the acquisition of knowledge on the cognitive equilibrium, acquired through empiric and reflexionant abstractions, having as a model, mainly, the biological systems equilibrium. In another way, with the astronomic knowledge, taken from the skies’ perception, mediated by the equilibrium theory and the reflecting abstraction theory, leads to the perception and understanding of the celestial phenomenon. By the end, the conclusions also point out suggestions in a pedagogical level so that the skies phenomenon, inferential in their totality, can be fully comprehended in all different ways of possible reading.

Cette étude démontre que l’alexithymie primaire nous oriente vers la présence de troubles schizophréniques. Comme hypothèse, nous formulons que : «l’alexithymie est un trait de personnalité dans la schizophrénie responsable de la toxicomanie et du recours aux traitements méthadone. La méthadone est une suppléance dans la psychose». L’intérêt de cette recherche est double : sur le plan clinique, elle souligne l’importance du repérage des troubles émotionnels et de la personnalité en addictologie. Elle précise que la TAS-20 et MMPI-2 sont des outils d’aide au diagnostic de la schizophrénie ; sur le plan thérapeutique, le repérage de ces affections permettra de traiter simultanément les comorbidités associées et de guider la prise en charge. L’approche de la schizophrénie à partir du concept d’alexithymie nous inscrits dans une approche intégrative(neuropsychatrique et psychodynamique). Dans un premier volet, nous avons réalisé une étude longitudinale avec suivi de 6 mois chez des toxicomanes sous TSO, admis au CSAPA de Montpellier. Le groupe contrôle est composé 28 toxicomanes sans trouble avéré. Six mois après, 15 usagers ont mené l’étude à son terme (âge=35ans ; ET=6,43). 11 toxicomanes atteints de troubles(âge= 39 ans ; ET= 6,9) constituent le groupe expérimental. La procédure consistait à diagnostiquer les troubles de la personnalité dans le groupe contrôle ; à évaluer la dépendance aux drogues et le niveau d’alexithymie au sein des groupes. Nous avons eu recours à : le MMPI-2 pour le diagnostic des troubles ; la DAST-20 pour le repérage de la dépendance (DSM-IV) et la TAS-20 pour la mesure de l’alexithymie. La TAS-20 a été administrée pendant le traitement et six mois après. Les résultats au MMPI-2 décrivent une prévalence de troubles schizophréniques 33% et de protocoles invalides 20%. La DAST-20 présente un faible niveau de dépendance dans le groupe contrôle 1.93 et expérimental 1.49. Dans le groupe contrôle, les scores d’alexithymie et ses sous-dimensions augmentent six mois après le traitement. L’alexithymie est un trait (z=.21 ; p=.834) et un état de la personnalité (r=.621*; p=.013). Dans le groupe expérimental, la TAS-TOT confirme une diminution des scores, mais l’analyse des sous-dimensions admet que cette baisse est non significative. L’alexithymie est un trait de la personnalité (z=.4 ; p=.689).Des hauts scores d’alexithymie sont observés chez les toxicomanes diagnostiqués schizophrènes des deux groupes. L’alexithymie est un trait (z=1.21 ; p=.225) et un état (r=.90* ; p=.015) de la personnalité chez les schizophrènes du groupe contrôle. En ce qui concerne les schizophrènes du groupe expérimental, la diminution des scores TASTOT 63% et 57% invalide sa dimension primaire. Dans le second volet, l’analyse du discours a permis de déceler des unités signifiantes spécifiques à l’alexithymie et à la psychose. La méthodologie est centrée sur des cas cliniques. Des entretiens semi-directifs avec pour support un guide d’entretien ont été réalisés chez des toxicomanes sans trouble de la personnalité (groupe contrôle). Ils ont été retranscrits sur papier selon la méthode analytique. Nous avons recours aux paradigmes psychanalytique, phénoménologique et psychosomatique. La description narrative s’est élaborée sur quatre temps : le contexte anamnestique, l’expression des sentiments, l’entrée dans la toxicomanie et au Programme Méthadone. L’analyse des récits atteste un ensemble de signes cliniques qui résultent de la non extraction de l’objet a, prototype de la psychose. L’alexithymie se traduit sur le plan clinique par relation la blanche. En définitive, les résultats de l’analyse mixte admettent que l’alexithymie est présente dans la toxicomanie et dans la schizophrénie. Chez le toxicomane, le score élevé d’alexithymie est un indice diagnostic de schizophrénie, indépendamment de sa nature primaire ou secondaire.Mots clés: schizophrénie-alexithymie-toxicomanie-méthadone-buprénorphine-suppléance. / As hypothesis, we propose that alexithymie is a personality trait of schizophrenia responsible of the drug addiction and the use of methadone treatment. Methadone is an antipsychotic. Clinically, this study stresses the importance of the diagnosis of emotional disorders and personality. It demonstrates that TAS-20 and MMPI-2 are disposal tools for diagnosis of schizophrenia. Therapeutically, the importance of diagnosis is to treat comorbidities and to orientate the care. The approach of schizophrenia from the concept of alexithymia enrolled us in an integrative approach, which takes into consideration the neuropsychiatric and psychodynamic concepts.In the first part, we conducted a longitudinal study with follow-up 6 months with drug addict on methadone or buprenorphine, admitted to CSAPA-UTTD Montpellier. The control group includes 28 addicts out without disorder. Six months later, 15 users conducted the study to completion (age = 35 years, SD = 6.43). 11 addicts with schizophrenia, depression and anxiety (age = 39 years, SD = 6.9) constitute the experimental group. The procedure was to diagnose personality disorders in the control group; to evaluate drug dependence and the level of alexithymia in the groups. We used : the MMPI-2 for the diagnosis of personality disorders; DAST-20 for evaluate dependence according to DSM-IV and the TAS-20 to measure alexithymia. The TAS-20 was administered during treatment and six months after. The results MMPI-2 describe a prevalence of schizophrenic 33% and 20% invalid protocols. The DAST-20 has a low level of dependence in the control group and 1.93 1.49 experimental. In the control group, the scores of alexithymia and its sub-dimensions increase six months after treatment TAS-TOT 52.88% and 55.2%; DIF 19.54 et19.9; DDF 14.87% and 15.57%; EOT 18.47% and 19.73%. Alexithymia is a trait (z = .21, p = .834) and a state of personality (r = .621 *; p = .013). In the experimental group, the TAS-TOT confirms lower scores, but the analysis of sub-dimensions admits that this decrease is not significant TAS-TOT 56% and 54.36%; DDF 17% and 16.36%; DIF 18.45% and 18.18%; EOT 20.55% and 19.82%. Alexithymia is a personality trait (z = .4, p = .689). High alexithymia scores were observed among addicts diagnosed with schizophrenia in both groups. In the TAS-TOT control group 59% and 65.2%; DIF 19.53% and 19.9%; DDF 14.87% and 15.57%; EOT 18.47% and 19.73%. In the10experimental group TAS-TOT 63% and 57%; DIF 21% and 18%; DDF 24% and 21%; EOT 18% and 18%. Alexithymia is a trait (z = 1.21, p = .225) and a state (r = .90 * P = .015) personality in schizophrenics control group. Regarding schizophrenia in the experimental group, lower TASTOT scores 63% and 57% alexithymia is a state.In the second part, discourse analysis detected specific signifying units of alexithymia and psychosis. The methodology focuses on clinical cases. We use semi-structured interview with addicts without personality disorder. They were transcribed on paper according to the analytical method. We use psychoanalytic paradigms, phenomenological and psychosomatic. The narrative description shall include four stages: the anamnesis, the expression of feelings, entry into drug addiction and Methadone Program. The analysis of stories attests a set of clinical signs resulting from the non-extraction of the object, prototype of psychosis. Alexithymia translates clinically by white relationship.Ultimately, the results of the joint analysis recognize that alexithymia is present in drug addiction and schizophrenia. Among drug users, high alexithymia scores are diagnoses of schizophrenia indications, regardless of primary or secondary in nature. Alexithymia is a polydrug factor.Keywords : schizophrenia-alexithymia-drug addiction-methadone-buprenorphine-

thesis: Children of pre-school age are entering stage of structural change of thinking. The way how they grasp solving mathematical tasks reflects whether these changes have already started. This work surveys visible intellectual outputs in the group of 20 children who passed set of experimental tasks at arithmetic learning environments "Stepping" and "Bus". Children were subsequently subjected to pedagogical diagnostics and results of this investigation and carried experiments were trade off. From comparison it can be concluded that results of both surveys correspond enough to facilitate the application of selected mathematical tasks as pedagogical diagnostic tools.