Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-02T21:52:10Z No. of bitstreams: 1 CarolinaBorbaVilarGuimaraes_DISSERT.pdf: 2269999 bytes, checksum: 37cdfb401816cf39b2f4a7c7da61a615 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-05T20:45:44Z (GMT) No. of bitstreams: 1 CarolinaBorbaVilarGuimaraes_DISSERT.pdf: 2269999 bytes, checksum: 37cdfb401816cf39b2f4a7c7da61a615 (MD5) / Made available in DSpace on 2017-10-05T20:45:44Z (GMT). No. of bitstreams: 1 CarolinaBorbaVilarGuimaraes_DISSERT.pdf: 2269999 bytes, checksum: 37cdfb401816cf39b2f4a7c7da61a615 (MD5) Previous issue date: 2017-07-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O presente estudo objetivou ampliar a compreens?o acerca dos processos de insight no Transtorno de Asperger (TA). Entende-se por insight o conhecimento do pr?prio diagn?stico e os sentidos constru?dos a partir deste. O desenvolvimento do insight ? aqui compreendido n?o como fun??o da vida mental pessoal, mas como fen?meno intersubjetivo, forjado nas rela??es sociais. O arcabou?o te?rico que subsidia a presente pesquisa ? a perspectiva gen?tica de desenvolvimento avan?ada pela psicologia hist?rico-cultural. Nesta perspectiva, ressaltam-se os processos de constru??o de sentido, considerando para tanto a inser??o hist?rico-cultural do sujeito e suas viv?ncias. Assim, para o estudo defende-se que o entendimento sobre ?como ? ser Asperger? precisa ir al?m da considera??o dos aspectos cognitivos compartilhados socialmente sobre esta condi??o cl?nica. Torna-se indispens?vel o esfor?o de compreens?o dos sentidos e viv?ncias destes sujeitos sobre sua condi??o e do mundo que os cerca. Diante disso, t?m-se o construto de insight como fen?meno complexo que demanda investiga??o ampla e aprofundada. Buscando atingir os objetivos avan?ados pelo estudo, foram propostas atividades em tr?s etapas que investigaram aspectos relacionados ?s experi?ncias asperger. Primeiramente, foi realizada a produ??o de uma narrativa acerca da quest?o que norteia o estudo: ?Como ? ter TA??. Como estrat?gia facilitadora da produ??o narrativa, recorreu-se ? media??o de um personagem alien?gena para o qual eles deveriam produzir uma narrativa que possibilitasse o entendimento da experi?ncia asperger, pois este seria de outro planeta e n?o saberia nada sobre o TA. Ap?s essa etapa, foi realizada entrevista semi-estruturada objetivando investigar aspectos relacionados ao conhecimento formal que os sujeitos t?m do TA. Em sequ?ncia, foi proposta nova atividade com dois objetivos complementares, a saber, a capacidade de identifica??o de caracter?sticas do TA em terceiros, que por sua vez, serviu de facilitador para o segundo objetivo que foi a produ??o de sentidos para as pr?prias viv?ncias dos sujeitos em rela??o ao TA. Participaram do estudo tr?s sujeitos entre 15 e 20, selecionados por conveni?ncia, com diagn?stico pr?vio de TA e com conhecimento deste h? pelo menos cinco anos, tempo este considerado suficiente para a constru??o de significados e sentidos sob a condi??o do diagn?stico cl?nico. Tamb?m participaram seus respectivos pais, que realizaram tamb?m as mesmas etapas da pesquisa que seus filhos, mas foram convocados a respond?-las como se fossem estes. Como resultados observou-se que eles produziram narrativas sobre o diagn?stico de TA e que em suas conceptualiza??es estiveram presentes diversos elementos reconhecidamente presentes em discursos cient?ficos e da m?dia sobre o diagn?stico. Quanto ao sentido do TA para eles, observou-se novamente a presen?a de discursos da m?dia, mas principalmente foram vistas diversas aproxima??es entre o discurso destes e de seus pais. Assim, foi observado que a constitui??o do discurso sobre o pr?prio diagn?stico para os indiv?duos com TA teve grande influ?ncia dos discursos sociais, principalmente de pessoas mais pr?ximas. Os resultados sugerem que uma caracter?stica dos processos de insight no TA pode ser descrita como disrup??o na transi??o de um modo monol?gico para um dial?gico de pensamento. Acredita-se que os resultados aqui encontrados contribuem para a compreens?o da singularidade da exist?ncia e da experi?ncia subjetiva. / The present study aimed expand the comprehension about the processes of insight in the Asperger?s Disorder (AD). Insight can be understood as the knowledge one has about his diagnosis and the meaning constructed from it. The development of insight is taken not as a personal mental function, but as a intersubjective phenomenon, forged in social relations. The study has its basis on the theoretical framework of Historical?cultural psychology with focus in the genetical development perspective. As a central feature of this perspective are the processes of meaning construction, considering the social-cultural insertion of the individual and his experiences. Thereby, the study advocates that the understanding of ?what it is like to be an Asperger? has to go beyond the socially shared idea of cognitive disruption as only features of this condition. The effort of comprehending meanings and experiences of these individuals becomes imperative. Therefore, the insight phenomena emerges as a complex construct, demanding a deep and broad research. In order to achieve the study goals, activities to investigate the Asperger experience were proposed in three steps. First, it was produced a narrative surrounding the central question that guides the study: ?what is it like to have asperger?s??. A mediation strategy was used as facilitating tool to the narrative production. It involved an alien character to whom the participants should talk to, explaining the asperger experience, since they came from a planet where there was no such thing. After the initial production, an semi-structured interview was used aiming to investigate aspects regarding the formal knowledge they had of the diagnosis. In sequence, another activity was proposed intending to investigate their ability to identify AD characteristics in others and, at the same time, facilitating the access and production os meaning to their own experiences towards the diagnosis. Three individuals with ages between 15 and 20 years old participated of the study, selected by convenience. They all had a previous diagnosis of AD and had knowledge of it since at least 5 years. That was considered enough time to the construction of meanings about the diagnosis. Also participated in the study their respective parents, who took part in the same investigation steps as their subjects and responded as if they were those. Results showed that they produced narratives about their AD diagnosis and that in their discourse there were many elements notedly present in the media and scientific material. As of the meanings surrounding the diagnosis, is was noted that media elements were also present, but specially approximations were seen between their and their parents perceptions. Therefore, it was noted that the discourse constitution about their own diagnosis for the AD individuals had many influences of the social discourses, notedly of closest people. The results sugest that a characteristic os the processes of insight in AD can be described as a disruption in the transition from a monologic to a dialogic way of thinking. It I believed that the results here exposed can contribute to the comprehension of the singularity of the existence and subjective experience of these individuals.

Made available in DSpace on 2016-04-04T18:27:49Z (GMT). No. of bitstreams: 1 Paula Costa de Andrada.pdf: 779481 bytes, checksum: f33c2aad6efb170cef409be9e5880066 (MD5) Previous issue date: 2009-11-17 / The main objective of this research is to investigate the senses attributed to higher education by undergraduate students in order to analyze the moral and non-moral values that emerge from the configurations of sense in relation to the academy, to knowledge and to professional education. The theoretical approach is supported by Historical-cultural psychology, mainly the concepts of Wallon, Vygotsky and followers. The objective is to carry through a critical analysis of the context of higher education which encompasses the public policy proposals for the area. The methodological approach is qualitative and the interview is the chosen procedure for the apprehension of sense and personal experience of the context by the students. It also uses the observation of the researcher in the classroom. Six students of the courses of Psychology and Social Communication, in which the researcher works as a Psychology teacher, were interviewed. From that point on, the research raised categories that identify moral and non-moral values within the students senses. The results indicate that, for the students, the academic formation is not a priority unless it brings money, success, acceptance in the job market and an improvement of their selfimage. Those aspects show that non-moral values predominate in the configuration of the senses of the undergraduate students, instead of moral values such as respect, justice and an appreciation of knowledge. / Esta pesquisa tem como objetivo investigar os sentidos atribu?dos pelos alunos ao ensino superior a fim de se explorar os valores morais e n?o morais que permeiam as rela??es entre os estudantes, a academia, a forma??o profissional e o conhecimento. O estudo dos valores morais e n?o-morais na educa??o baseia-se no trabalho desenvolvido por Vera Trevisan de Souza. Adota-se, como perspectiva te?rica e metodol?gica os pressupostos de Vygotsky e Wallon e de alguns de seus leitores, que tomam por base os conceitos da Psicologia Hist?rico-Cultural. Utiliza-se este referencial por se pretender realizar uma an?lise cr?tica do contexto do ensino superior, abrangendo, inclusive, as pol?ticas p?blicas propostas para a ?rea. Como procedimento de constru??o das informa??es utiliza-se a entrevista semiestruturada e observa??es em sala de aula ao longo dos encontros da professora-pesquisadora com as turmas de dois cursos de gradua??o de uma institui??o privada. Foram entrevistados seis alunos, dos cursos de Psicologia e de Comunica??o Social, em que a pesquisadora atua como professora. Para a elabora??o do roteiro de entrevista e an?lise dos dados tomou-se por base a estrat?gia desenvolvida por Marli Andr? para estudar o cotidiano educacional. Os resultados indicam que, para os alunos, a forma??o acad?mica ? priorit?ria se ela trouxer bens materiais, aceita??o no mercado de trabalho e melhoria da imagem que t?m de si, revelando a preval?ncia dos valores n?o morais na promo??o e manuten??o dos sentidos do ensino superior para os alunos.

Made available in DSpace on 2016-04-04T18:27:56Z (GMT). No. of bitstreams: 1 Mariana Coralina do Carmo.pdf: 1443102 bytes, checksum: 3e2081f1d49205386c754dd07244e72b (MD5) Previous issue date: 2011-02-11 / Pontif?cia Universidade Cat?lica de Campinas / This research aimed to investigate the affects involved in the adaptation of students to higher education and its influence on the student's relationship with the course and their learning process throughout the development of their graduation. This concern stems from the observation that the affective aspects have been disregarded in the activities and research on higher education. However, conflicts and problems experienced by students, which often result in avoidance, are becoming more constant and has at its base, in most cases, the question of affect. The theoretical and methodological framework adopted is the historical-cultural psychology, in particular the presumptions of Vygotsky and Wallon. Data were collected through questionnaires and profile additions of sentences, with 20 students last year and 47 first-year students, and interviews with two first-year students and two students from last year, is a Psychology course of a private university in an inland city of S?o Paulo. The results provided us with an overview of what they feel, think and represent the students of psychology on the course and what it means to be a university, allowing them to explore some of the main meanings that attach to their training, the course they chose to do and psychology as a profession. Also allowed a better understanding and explanation of relational processes and the teaching-learning in higher education in general and training in psychology, in particular, especially in relation to the weight that has the affective aspects in this process and is most often , defining the success or failure of training. / Esta pesquisa teve por objetivo investigar os afetos envolvidos na adapta??o de alunos ao ensino superior e sua influ?ncia na rela??o do aluno com o curso e em seu processo de aprendizagem, ao longo do desenvolvimento de sua gradua??o. Esta preocupa??o decorre da observa??o de que os aspectos afetivos t?m sido desconsiderados nos espa?os de atua??o e nas pesquisas sobre o ensino superior. Contudo, os conflitos e os problemas vividos pelos alunos, que muitas vezes resultam em evas?o, s?o cada vez mais constantes e tem em sua base, na maioria dos casos, a quest?o da afetividade. O referencial te?rico-metodol?gico adotado ? o da Psicologia hist?rico-cultural, sobretudo os pressupostos de Vygotsky e Wallon. Os dados foram coletados atrav?s de question?rios de perfil e complementos de frases, com 20 alunos do ?ltimo ano e 47 estudantes do primeiro ano, al?m de entrevistas com dois estudantes do primeiro ano e dois alunos do ?ltimo ano, se um curso de Psicologia de uma universidade privada de uma cidade do interior de S?o Paulo. Os resultados obtidos nos forneceram um panorama do que sentem, pensam e representam os alunos de psicologia sobre o curso e sobre o que significa ser universit?rio, permitindo que se explore alguns dos principais sentidos que atribuem ? sua forma??o, ao curso que escolheram fazer e ? psicologia como profiss?o. Tamb?m permitiram uma melhor compreens?o e explica??o dos processos relacionais e de ensino-aprendizagem no Ensino Superior, em geral, e da forma??o em psicologia, em particular, sobretudo em rela??o ao peso que os aspectos afetivos tem nesse processo, sendo, na maioria das vezes, definidores do sucesso ou insucesso da forma??o.

Made available in DSpace on 2016-04-04T18:28:01Z (GMT). No. of bitstreams: 1 Aline Vilarinho Montezi.pdf: 1160841 bytes, checksum: 348a64657e1d0134dfa101bb26f2d769 (MD5) Previous issue date: 2011-12-13 / Pontif?cia Universidade Cat?lica de Campinas / From a perspective which intends to discuss teenager s creating potential and to favor a propitious environment to a healthy natural development in order to give another mean to relations, as well as representations attributed to them. The purpose of the present research was to investigate the imagination as an instrument to configure different meanings by teenagers in relation to school, teaching and apprenticeship. Methodological theory was based in prerequisites of Historical-Cultural Psychology, mainly Vigotski. There was also the intention of reflecting about imagination concept according to some philosophers perspectives. The research subject were 6th year fundamental public school students from a municipal net of a city in the interior of the State of S?o Paulo, and histories were used for information constructions as mediator material. Information analysis were organized in five signification nucleus, which meanings about imagination were accessed and discussed. As a result, it becomes evident the importance of stimulating imagination as an instrument in teaching and apprenticeship process, also as means of giving voice to teenagers and make a kind of schooling where the student is, at the same time, subject and protagonist of his own history. / A partir de uma perspectiva que pretende abordar o potencial de cria??o dos adolescentes e favorecer um ambiente prop?cio ao desenvolvimento saud?vel, de modo ? ressignificar as rela??es bem como as representa??es atribu?das a eles, o presente estudo objetivou investigar a imagina??o enquanto uma fun??o psicol?gica superior capaz de favorecer a configura??o de novos sentidos pelos adolescentes em rela??o ? escola, ao ensino e ? aprendizagem. Assumem-se, como referencial te?rico-metodol?gico os pressupostos da Psicologia Hist?rico-Cultural, sobretudo os de Vigotski. Buscou-se, ainda, refletir sobre o conceito de imagina??o da perspectiva assumida por alguns fil?sofos. Foram sujeitos da pesquisa alunos do 6? ano do ensino fundamental de uma escola p?blica da rede municipal de uma cidade do interior de S?o Paulo, e para a constru??o das informa??es foram utilizadas hist?rias como materialidade mediadora. A an?lise das informa??es foi organizada em cinco n?cleos de significa??o, cujos sentidos sobre imagina??o foram acessados e discutidos. Como resultados evidencia-se a import?ncia de investir na imagina??o como ferramenta no processo de ensino e aprendizagem e como meio, tamb?m, de dar voz aos adolescentes e realizar uma educa??o em que o aluno ? sujeito e protagonista de sua hist?ria.

Made available in DSpace on 2016-04-04T18:28:09Z (GMT). No. of bitstreams: 1 Ederson de Faria.pdf: 943423 bytes, checksum: 48cc4cae5fbe3932656ba2275739b6af (MD5) Previous issue date: 2013-02-19 / This research aimed at investigating the place that the child takes as a subject in a concrete context of activity of the childhood education agents in Campinas County. As theoretical and methodological contribution, the concepts of the Historical-Cultural Psychology, especially those of Vygotsky and his readers are adopted. Due to this theoretical option, the method used and the proce sing of information assume the dialectical perspective. Observations were made of the daily activities of six kindergarten agents in a public early childhood education school in Campinas. Data were recorded in the field diary. Semistructured interviews were also conducted with three individuals in order to deepen questions observed. Results reveal that the practices developed by the early childhood education agents have as central the attempt to control children, with an emphasis on care rather than educate. However, contradictorily, there are many moments where agents act aiming the children?s autonomy, although they are less frequent. It was found, also, that the agents have no emergency room of their ideas, thoughts, not being consulted on the guidelines of the job and, often, feel unsatisfied with the activity they carry out. These findings put into relevance the role that psychologists can play in these contexts, in order to promote reflections on the conditions under which the work in caring for young children develops. / Esta pesquisa teve por objetivo investigar o lugar que a crian?a ocupa enquanto sujeito na vis?o dos agentes de educa??o infantil em um contexto concreto de atividade de agentes de educa??o infantil do munic?pio de Campinas. S?o adotados, como aporte te?rico e metodol?gico, os conceitos da Psicologia Hist?rico-Cultural, sobretudo os de Vigotski e seus leitores. Em decorr?ncia desta op??o te?rica, o m?todo utilizado e o tratamento das informa??es assumem a perspectiva dial?tica. Foram feitas observa??es das atividades cotidianas de seis agentes de educa??o infantil em uma escola municipal de educa??o infantil do munic?pio de Campinas. Os dados foram registrados em di?rio de campo. Tamb?m se realizou entrevistas semiestruturadas com tr?s sujeitos, a fim de aprofundar quest?es observadas. Os resultados revelam que as pr?ticas desenvolvidas pelos agentes de educa??o infantil t?m como central a tentativa de controle das crian?as, dando ?nfase no cuidar em detrimento do educar. No entanto, contraditoriamente, h? muitos momentos em que os agentes atuam visando ? autonomia das crian?as, ainda que sejam menos frequentes. Constatou-se, tamb?m, que os pr?prios agentes n?o t?m espa?o de emerg?ncia de suas ideias, pensamentos, n?o sendo consultados sobre as diretrizes do trabalho e, muitas vezes, se sentem insatisfeitos com a atividade que exercem. Essas constata??es p?em em relev?ncia o papel que o psic?logo pode exercer nestes contextos, no sentido de promover reflex?es sobre as condi??es em que o trabalho no atendimento de crian?as pequenas se desenvolve.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-05T21:59:02Z No. of bitstreams: 1 DeboraGuerraPereiraXavier_DISSERT.pdf: 1625956 bytes, checksum: 05b3bce4a53e2ca040942f5ff4685359 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-15T20:42:51Z (GMT) No. of bitstreams: 1 DeboraGuerraPereiraXavier_DISSERT.pdf: 1625956 bytes, checksum: 05b3bce4a53e2ca040942f5ff4685359 (MD5) / Made available in DSpace on 2016-02-15T20:42:51Z (GMT). No. of bitstreams: 1 DeboraGuerraPereiraXavier_DISSERT.pdf: 1625956 bytes, checksum: 05b3bce4a53e2ca040942f5ff4685359 (MD5) Previous issue date: 2014-11-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / A problem?tica central desta disserta??o consiste na investiga??o da atividade laboral de vendedor ambulante de praia, orientada para a identifica??o das principais compet?ncias profissionais mobilizadas nesta atividade, atravessada tanto pela precariza??o dos meios de exerc?cio laboral, quanto por rotinas complexas e estruturadas. Na cidade de Natal (RN) as praias servem de local de trabalho para milhares de trabalhadores informais, que se utilizam de diversas compet?ncias profissionais, traduzidas na capacidade de mobilizar e articular saberes, habilidades e comportamentos para resolver problemas em situa??es concretas de trabalho. A presente pesquisa teve, portanto, como objetivo geral, investigar a atividade de trabalho do vendedor ambulante de praia, buscando identificar as principais compet?ncias mobilizadas diante das demandas e obst?culos desse contexto. Adotou-se como campo a praia de Ponta Negra (Natal-RN) e como participantes um grupo de vendedores ambulantes. Metodologicamente, foram combinados m?todos quantitativos e qualitativos de produ??o e an?lise dos dados, divididos em tr?s etapas. Na etapa quantitativa aplicou-se um question?rio socioprofissional para uma amostra de 60 sujeitos, com uma an?lise quantitativa de natureza descritiva uni e multidimensional, complementada por an?lise estat?stica inferencial. Os resultados dessa fase indicam uma predomin?ncia de vendedores homens, com faixa salarial entre um e dois sal?rios m?nimos, de idade e escolaridade bastante heterog?neas, extensa jornada de trabalho e perman?ncia unicamente nessa atividade e nessa praia por todo o ano. Concomitantemente a essa etapa, foram realizadas observa??es assistem?ticas da atividade dos vendedores e, em seguida, conduzida a t?cnica de Instru??o ao S?sia com quatro participantes, escolhidos em fun??o de dados do question?rio. Esta fase teve uma an?lise cl?nico-interpretativa, ancorada na perspectiva psicol?gica hist?rico-cultural vigotskiana e na abordagem francesa das compet?ncias e habilidades. Os principais resultados apontam para diversas estrat?gias de supera??o de obst?culos, uso de saberes pr?ticos cotidianos e t?cnicos ancorados em experi?ncias laborais, constru??o de regras de conduta por coletivos e mobiliza??o de diversas compet?ncias profissionais semelhantes ?s encontradas em contextos formais de trabalho, como gest?o de neg?cios, gerenciamento do tempo, uso de ferramentas comunicativas, flexibilidade na resolu??o de problemas, criatividade e trabalho em equipe. Conclui-se que a informalidade no contexto investigado n?o pode ser vista exclusivamente como sin?nimo de precariedade, abarcando tamb?m compet?ncias e conhecimentos complexos numa cultura pr?pria que a situa de forma complementar em rela??o ao trabalho formal, contribuindo-se aqui para a ultrapassagem da no??o de antinomia entre os dois e para uma abordagem do trabalho informal como um caminho de alcance da satisfa??o no trabalho, e mesmo do trabalho bem feito, gerador de identidade e lugar social. / The central issue of this dissertation is to investigate the labor activity of beach hawker, in order to identify the main professional competencies mobilized in this activity, traversed by both the precariousness of the means of labor exercise, as for complex and structured routines. In the town of Natal (RN) the beaches serve as workplace for thousands of informal workers, who use various professional skills, translated into the ability to mobilize and articulate knowledge, skills and behaviors to solve problems in concrete work situations. This research therefore had as main objective to investigate the work of beach hawkers, trying to identify the core competencies mobilized for facing demands and obstacles in such a context. The beach of Ponta Negra (Natal-RN) was chosen as field of observation, in which a group of hawkers took part as voluntary subjects. Methodologically, quantitative and qualitative methods of production and analysis of data were combined in three stages. In the quantitative phase an occupational questionnaire was applied to a sample of 60 subjects, generating a set of data analyzed with quantitative univariate and multidimensional descriptive statistical tools, complemented by inferential statistical analysis. The results of this phase indicate a predominance of men sellers with salary varying in a range from one to two minimum wage Brazilian salary, age and education quite heterogeneous, extended working hours and the choice of only this activity and this beach throughout the year. Concurrently with this step of analysis, unsystematic observations of the activity of vendors were held and then driven to the technique of Instruction Impersonator with four chosen subjects. This phase had a clinicalinterpretive analysis, rooted in historical-cultural Vygotskian psychological perspective and in the french approach of skills and abilities. The main results point to several strategies for overcoming obstacles, use of technics anchored in everyday work experience and practical knowledge, building rules of conduct and collective mobilization of diverse professional skills similar to those found in formal work, such as business and time management, use of communicative tools, flexibility in problem solving, creativity and teamwork competence. We conclude that informality investigated in context can not be seen exclusively as a synonym of precariousness. It also covers skills and knowledge in a complex culture that situates informal labor in a complementary way with respect to formal work. This conclusion, therefore, contributes to overcome the notion of antinomy between formal and informal labor activity, since they both can be considered as a way to achieve job satisfaction, and even a personal representation of well done job, which is an important psychological generator of identity and social place.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-04-12T18:40:58Z No. of bitstreams: 1 FERNANDA PEREIRA MEDEIROS.pdf: 3334978 bytes, checksum: 76417ef08776b1999c0b523d537faa90 (MD5) / Made available in DSpace on 2017-04-12T18:40:59Z (GMT). No. of bitstreams: 1 FERNANDA PEREIRA MEDEIROS.pdf: 3334978 bytes, checksum: 76417ef08776b1999c0b523d537faa90 (MD5) Previous issue date: 2017-02-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present intervention research aimed to investigate the way middle-class adolescents who study in private schools have experienced the pre-vestibular period from the interactions they establish in school. For this, the theoretical-methodological assumptions of Historical-Cultural Psychology, especially those of Vygotsky, are assumed. Middle-class adolescents are exposed to two types of pressure at this stage of schooling: one is the requirement that they choose a profession they must pursue for the rest of their lives, and the other is the collection of family and institutions in which they study To be approved in first-class universities, preferably public, and therefore with fierce competition. These pressures, not infrequently, provoke emotions and feelings that are experienced by the adolescents as suffering, expressed in the form of convulsive cries, reports of despair, sadness, anguish, arriving at more serious pictures, such as depression, for example. It is defended that one of the roles of the Psychologist in the school is to promote social situations of development that favor experiences that enable these adolescents to reconfigure the meanings and to attribute new meanings to this stage of their life. The information was constructed in 15 weekly meetings of two hours each, with students of the third year of high school, in a private school, in a city in the interior of S?o Paulo. These meetings were mediated by various artistic expressions, such as: poetry, films, images and stories, as well as student productions in drawing, collage and painting, which we call mediating materialities. These, intentionally chosen, had as objective to favor the expression of the young people about the way they perceived the school, how they understood the period of preparation for entering Higher Education and what relations they established between the school content and its formation as a developing subject. All encounters were recorded and transcribed, and observation notes composed field diaries. As a result, it is understood that many scenarios constitute the professional choices of young people. At school, in families, among friends and groups to which they belong, adolescents configure their ways of seeing and thinking the world and, consequently, the world of work that they want to enter and it is through the configuration of these different scenarios that the adolescent constitutes your choices. Vocational Guidance in schools could then be configured as a space for re-signification of relationships between adolescents and the multiple sources of their development, as well as the practice of the psychologist anchored in a critical perspective of this professional's performance in the school context. / A presente pesquisa-interven??o teve por objetivo investigar o modo como os adolescentes de classe m?dia, que estudam em escola particular t?m vivenciado o per?odo pr?-vestibular a partir das intera??es que estabelecem na escola. Para tal, assumem-se os pressupostos te?rico-metodol?gicos da Psicologia Hist?rico-Cultural, sobretudo os de Vigotski. Os adolescentes de classe m?dia s?o expostos a dois tipos de press?o nesta etapa de escolariza??o: uma ? a exig?ncia de que escolham uma profiss?o que dever?o exercer pelo resto de suas vidas e, a outra, ? a cobran?a da fam?lia e das institui??es em que estudam para que sejam aprovados em universidades de primeira linha, preferencialmente p?blicas, e, portanto, com acirrada concorr?ncia. Essas press?es, n?o raras vezes, provocam emo??es e sentimentos que s?o vividos pelos adolescentes como sofrimento, expressos em forma de choros convulsivos, relatos de desespero, tristeza, ang?stia, que chegam a quadros mais graves, como depress?o, por exemplo. Defende-se que um dos pap?is do Psic?logo na escola seja o de promover situa??es sociais de desenvolvimento que favore?am viv?ncias que possibilitem a estes adolescentes reconfigurar os significados e atribuir novos sentidos a esta etapa de suas vidas. As informa??es foram constru?das em 15 encontros semanais de duas horas de dura??o cada, com alunos do terceiro ano do Ensino M?dio, em uma escola particular, de uma cidade do interior de S?o Paulo. Esses encontros foram mediados por diversas express?es art?sticas, como: poesias, filmes, imagens e contos, al?m de produ??es dos alunos em desenho, colagem e pintura, as quais denominamos de materialidades mediadoras. Essas, escolhidas intencionalmente, tiveram como objetivo favorecer a express?o dos jovens sobre o modo como percebiam a escola, como compreendiam o per?odo de prepara??o para o ingresso no Ensino Superior e que rela??es estabeleciam entre o conte?do escolar e a sua forma??o enquanto sujeito em desenvolvimento. Todos os encontros foram gravados e transcritos, como tamb?m anota??es das observa??es compuseram os di?rios de campo. Como resultado, compreende-se que muitos s?o os cen?rios que constituem as escolhas profissionais dos jovens. Na escola, nas fam?lias, entre os amigos e grupos a que pertencem, os adolescentes configuram seus modos de ver e pensar o mundo e, consequentemente, o mundo do trabalho que pretendem ingressar e ? por meio da configura??o desses diversos cen?rios que o adolescente constitui suas escolhas. A Orienta??o Profissional nas escolas p?de, ent?o, se configurar como espa?o de ressignifica??o das rela??es entre adolescentes e os m?ltiplos cen?rios fonte de seu desenvolvimento, bem como pr?tica do psic?logo ancorada em uma perspectiva cr?tica de atua??o desse profissional no contexto escolar.

Made available in DSpace on 2016-04-04T18:28:03Z (GMT). No. of bitstreams: 1 Lilian Aparecida Cruz Dugnani.pdf: 1127230 bytes, checksum: 431ab553da838f4433f9cf5f35406f53 (MD5) Previous issue date: 2011-12-14 / This research aims to investigate the senses of work for the pedagogical advisor from the observation of establishing relationships with agents who represent the school environment. It adopts as a theoretical-methodological referential the Cultural-Historical Psychology, especially the concepts of Vigotski and some of his readers. Audio recordings of two interviews, and three meetings of interventions carried out with the management team at school were used as data collection procedures. The results show that the configuration of the work as a mission by the advisor avoids the establishment of partnerships with various actors school, and leads to the prioritization of emergency" problems solving instead of planned actions that could promote changes in school reality, especially continuing education of teachers. It is concluded that trying to take upon itself the responsibility for the resolution of all claims and facing the impossibility in responding them, the pedagogical advisor sets up his role as lonely and impossible to be done, feeling cheated and abandoned by the other school stakeholders. This way of acting results in constant pain and sickness of this professional, which reaffirms the importance of the work of the psychologist at school, as a promoter of actions that enable the establishment of healthier relationships that result in the development and welfare of subjects, especially the students, ultimate goal of school education. / A presente pesquisa tem por objetivo investigar os sentidos do trabalho para o orientador pedag?gico a partir da observa??o das rela??es que estabelece com os agentes que constituem o contexto escolar. Adota como referencial te?rico-metodol?gico a Psicologia Hist?rico-cultural, sobretudo os conceitos de Vigotski e alguns de seus leitores. Como procedimentos de coleta de dados foram utilizados grava??es em ?udio de duas entrevistas semiestruturadas, e de dois encontros de interven??es realizados com a equipe gestora da escola. Os resultados revelam que a configura??o do trabalho como miss?o, pelo orientador pedag?gico, inviabiliza o estabelecimento de parcerias com os diversos atores escolares, e o conduz ? prioriza??o da resolu??o de problemas emergenciais em detrimento de a??es planejadas que poderiam promover transforma??es da realidade escolar, principalmente a forma??o continuada de professores. Conclui-se que ao tentar tomar para si a responsabilidade pela resolu??o de todas as demandas e diante da impossibilidade de atend?-las o orientador pedag?gico configura sua fun??o como solit?ria, e imposs?vel de ser realizada, sentindo-se enganado e abandonado pelos demais agentes escolares. Tal modo de agir resulta no sofrimento e constante adoecimento deste profissional, o que reafirma a import?ncia do trabalho do psic?logo na escola, como mais um dos agentes promotores de a??es que possibilitem o estabelecimento de rela??es mais saud?veis e que resultem no desenvolvimento e bem estar dos sujeitos, sobretudo dos alunos, objetivo maior da educa??o escolar.

Made available in DSpace on 2016-04-04T18:28:08Z (GMT). No. of bitstreams: 1 Eveline Tonelotto Barbosa.pdf: 705585 bytes, checksum: 60803b6cfb9f78da85663d8ffc83ea48 (MD5) Previous issue date: 2012-12-18 / Pontif?cia Universidade Cat?lica de Campinas / This research aims to analyze the senses which constitute the respect and disrespect in school relations and their influence on the manner of acting of students and teachers. Therefore, we adopted as the theoretical and methodological basis the Historical-Cultural Psychology, especially the concepts of Vygotsky, its main representative. Students in 6th year of elementary school and two teachers were taken as subjects. The research scenario was a public school in the state of S?o Paulo. The procedures used for construction of information were: observations of school activities, storytelling,dialogues of the students, stories written by the students and semistructured interviews with the two teachers. The information was recorded in field diaries, interviews with the teacher were recorded on audio and the second teacher interview was recorded in the field diary. This research allowed us to conclude that the senses set by the students and teachers on respect and disrespect are different and diverse. Many students' attitudes, interpreted as disrespectful, arise from differences in the way of meaning and assigning meanings to situations and facts that are often mobilized by affections. For the teachers, the senses of respect are associated with students' interest for knowledge, a quiet environment and the expression of fear by students. In contrast, the disrespect is associated with agitation and conversation of the students in the classroom and reveals a concept that students do not respect and often attaches itself to the families responsibility for the behavior of young people. For the students, respect is associated with actions aimed at helping others, being confounded with charity. Disrespect appears associated with socioeconomic differences and the use of physical force to resolve conflicts. / Esta pesquisa tem como objetivo analisar os sentidos que constituem o respeito e sua contrapartida de desrespeito nas rela??es escolares e sua influ?ncia no modo de agir de alunos e professores. Para tanto, adotamos como aporte te?rico e metodol?gico a Psicologia Hist?rico-Cultural, sobretudo os conceitos de Vigotski, seu principal representante. Tomaram-se como sujeitos alunos de 6? ano do Ensino Fundamental e duas professoras. O cen?rio da pesquisa foi uma escola p?blica do interior do Estado de S?o Paulo. Os procedimentos de constru??o de informa??es utilizados foram: observa??es das atividades escolares, conta??o de hist?rias, di?logos dos alunos, hist?rias escritas pelos alunos e entrevistas semiestruturadas com as duas professoras. As informa??es foram registradas em di?rios de campo, a entrevista com a professora da sala foi gravada e registrada em ?udio e a entrevista realizada com a segunda professora foi registrada em di?rio de campo. A pesquisa possibilitou concluir que os sentidos configurados pelos alunos e professoras sobre o respeito e o desrespeito s?o diferentes e diversos. Muitas atitudes dos alunos, interpretadas como desrespeitosas, decorrem de diferen?as na forma de significar e atribuir sentidos a situa??es e fatos que, muitas vezes, s?o mobilizados por afetos. Para as professoras, os sentidos do respeito associamse a interesse dos alunos pelo conhecimento, a ambiente silencioso e a manifesta??o de medo pelos alunos. Em contrapartida, para as professoras o desrespeito associa-se ? agita??o e ? conversa dos alunos em sala de aula e revelam uma concep??o de que os alunos n?o respeitam e, muitas vezes, atribui-se ?s fam?lias a responsabilidade pelos comportamentos dos jovens. Para os alunos, o respeito associa-se a a??es voltadas a ajudar os outros, confundindo-se com caridade. J? o desrespeito aparece associado ?s diferen?as socioecon?micas e ao uso da for?a f?sica para solucionar os conflitos.

Made available in DSpace on 2016-04-04T18:29:57Z (GMT). No. of bitstreams: 1 ANA PAULA PETRONI .pdf: 3159092 bytes, checksum: 2350af5ddc991b7edc9913ef37cffe5e (MD5) Previous issue date: 2013-02-20 / The goal of this research and intervention is to analyze the performance of the psychologist through practices that use art as mediation of the consciousness expansion in school principals, from a public Elementary School. In this way, it assumes the theoretical and methodological presuppositions of Cultural-Historical Psychology, especially of the consciousness and experience concepts, discussed by Vigotski, that constitutes as foundation of our analysis. Five school principals were the subjects of the research: a director, two vice-directors and two pedagogical advisors. The data was collected in twenty-three meetings, recorded in audio and transcripted, furthermore the semi-structured interviews with five participants. The reading of these results originated the construction, through the sense indicator, of three main categories: managing function: characteristics, tensions and contradictions; the psychologist insertion in school: constituents movements of his performance; and art mobilizing the development of consciousness: possibilities of action in school. As results, it was observed that the individual, when set new senses and meanings in his reflections initiated by arts contact has the possibility to enlarge the consciousness about himself and the other. It was revealed, also, that despite the partnership established among the mangers, the insertion and the performance of the psychologist at school presents a lack of legitimacy, either by the school professionals or through the establishment of public policies that promotes and support this insertion. / Esta pesquisa-interven??o tem por objetivo analisar a atua??o do psic?logo por meio de pr?ticas que se utilizam da arte como mediadora da amplia??o da consci?ncia de gestores, de uma escola p?blica municipal de Ensino Fundamental. Assumem-se os pressupostos te?rico-metodol?gicos da Psicologia Hist?rico-cultural, fundamentados no materialismo hist?rico e dial?tico, em particular os postulados por Vigotski, com destaque aos conceitos de consci?ncia e viv?ncia, que se constituem como fundamentos de nossa an?lise. Foram sujeitos da pesquisa cinco gestores: um diretor, dois vice-diretores e dois orientadores pedag?gicos. Os dados foram colhidos em vinte e tr?s encontros semanais, gravados em ?udio e transcritos, al?m de entrevistas semi-estruturadas com os cinco participantes. A leitura desses dados resultou na constru??o, por meio dos indicadores de sentidos, de tr?s grandes categorias: fun??o gestora: caracter?sticas, tens?es e contradi??es; a inser??o do psic?logo na escola: movimentos constituintes de sua atua??o; e a arte mobilizando o desenvolvimento da consci?ncia: possibilidades de a??o do psic?logo na escola. Como resultados, observou-se que o sujeito, ao configurar novos sentidos e significados nas reflex?es desencadeadas pelo contato com as artes tem a possibilidade de ampliar a consci?ncia sobre si e sobre o outro. Evidenciou-se, tamb?m, que apesar da parceria estabelecida com os gestores, a inser??o e atua??o do psic?logo na escola carecem de legitima??o, seja por parte dos pr?prios atores escolares ou da institui??o de pol?ticas p?blicas que promovam e sustentem esta inser??o.