Ce travail de recherche tend à la fois à développer une modélisation, ainsi qu’à mettre en évidence les effets psychiques thérapeutiques, d’un Dispositif d’accompagnement psychologique de groupe qui propose d’utiliser la médiation des soins socio-esthétiques dans la prise en charge de patientes rencontrées en oncologie gynécologique. C’est ainsi que nous proposons en premier lieu de développer la présentation du fil cosmétologique qui correspond au déroulement du dispositif de recherche, ainsi que celle du cosmétogramme qui est la grille d’observation construite afin de faciliter dans un deuxième temps le repérage des processus psychiques en jeu dans les ateliers. La présentation clinique de nos groupes de patientes nous permet d’illustrer à la fois le parcours des patientes dans le dispositif de recherche et l’utilisation du cosmétogramme.Nous soutenons que les spécificités de ce Dispositif original, dans le paysage des soins hospitaliers tels qu’ils sont proposés aux femmes atteintes d’un cancer féminin, sont source de restauration somato-psychique individuelle visant à une remobilisation psychocorporelle revivifiante. En effet, nous en avons recensé plusieurs (la multimodalité sensorielle, le groupe, les objets médiateurs et le binôme d’animatrice) qui permettraient la mise en œuvre d’un accompagnement psychodynamique de ré/investissement de soi par la mobilisation de processus psychiques particuliers pour des patientes encore sous l’impact d’effractions somatiques comme psychoaffectives générées et/ou réactivées par l’expérience maladive et celle des soins.L’aire d’expériences psycho-socio-esthétique mobiliserait particulièrement le processus de réflexivité psychique et proposerait un étayage intéressant pour la restauration des enveloppes psychiques des patientes bien mises à mal par la maladie et les soins. Nous avons aussi exploré la mise au travail du processus du féminin, en nous concentrant sur la dimension relationnelle du dispositif, plus spécifiquement sur ses enjeux identificatoires et transférentiels. Ainsi, à partir de cette clinique, nous nous sommes intéressée aux processus psychiques qui semblent favoriser une dynamique de réaménagements narcissiques-identitaires et libidinaux chez nos patientes et conduire à une relance du processus de subjectivation féminine et d’appropriation subjectivante de l’expérience du cancer. / This study aims both to develop a model, as well as to highlight the therapeutic psychic effects, of a psychological accompaniment set up group that proposes to use the mediation of socio-aesthetic care in the treatment in charge of patients met in gynaecological oncology.Thus, we propose, in the first place, to develop the presentation of the cosmetological thread which corresponds to the progress of the research set up, as well as that of the cosmetogram which is the observation grid constructed in order to facilitate in a second time the identification of the psychic processes running in the workshops. The clinical presentation of our patient groups allows us to illustrate at the same time the path of patients in the research set up and the use of the cosmetogram.We argue that the specificities of this original set up, in the hospital care landscape as it is proposed to women with female cancer, are source of individual somato-psychic restoration aimed at a revivifying psychocorporal remobilization. Indeed, we have identified several ones (sensory multimodality, the group, the mediating objects and the binomial animator) that would allow the implementation of a psychodynamic accompaniment of re / self-investment by the mobilization of particular psychic processes for patients still under the impact of somatic and psychoaffective break-ins generated and / or reactivated by the experience of disease and of medical care.The area of psycho-socio-aesthetic experiences would particularly mobilize the psychic reflexivity process and offer an interesting support for the restoration of the psychic envelopes of patients well harmed by disease and medical care. We also explored how the process of the feminine works, focusing on the relational dimension of the set up, more specifically on its identificatory and transferential issues. Thus, from this clinic, we have been interested in the psychic processes that seem to favor a dynamic of narcissistic-identity and libidinal readjustments in our patients and lead to a recovery of the process of female subjectivation and subjectivizing appropriation of the experience of cancer.

Made available in DSpace on 2016-06-02T19:35:49Z (GMT). No. of bitstreams: 1 5068.pdf: 5385850 bytes, checksum: 1ffb52e70c7105109032abba43f61689 (MD5) Previous issue date: 2013-03-01 / Universidade Federal de Sao Carlos / The present study lies in discussions about teacher education and investigated the learning and teachers professional development by making use of teaching cases and case methods, while training tool and investigative processes driving reflective about the knowledge of teaching. The teaching cases are narratives of episodes usually extracted from real data and daily school experiences that give visibility to the teachers experiences, that when analyze them and build them, articulate and relive experiences, establishing relationships between theory and practice. The research and intervention process took place through the Teachers Portal - UFSCar in progress: "Casos de Ensino e Teorização de Práticas Pedagógicas - professores alfabetizadores [Cases of Teaching and Theorizing Pedagogical Practices - literacy teachers], the prospect of continued training of sixteen teachers in the same stage of elementary school (Early Years - 1st, 2nd and 3rd year), which act as literacy. To accomplishment this study, of qualitative approach, the research aimed to analyze episodes of the professional development process experienced by literacy teachers to make use of teaching cases in the virtual environment, while the possibility formative and investigative. Thus, were worked in cases depict events related to the daily lives of literacy. The achieved results in the research indicate the potential of teaching cases in / for learning and for professional development of teaching. In general, the strategies of analysis and preparation of teaching cases enabled knowledge related to the teaching and learning of language were explained and (re) assessed by literacy. The use of teaching cases and case methods allowed reflections if they were present and provided evidence of the doubts, certainties and contradictions that characterize and guide the professional practice of literacy. These results indicated that it is possible to highlight points deserve highlights and others who deserve to be reconsidered for future training and investigative processes with teaching cases. / O presente estudo se situa nas discussões sobre a formação de professores e investigou a aprendizagem e o desenvolvimento profissional de docentes ao fazerem uso de casos de ensino e de métodos de casos, enquanto ferramenta formativa e investigativa propulsora de processos reflexivos sobre os conhecimentos da docência. Os casos de ensino são narrativas de episódios extraídos geralmente de dados reais do cotidiano escolar e que dão visibilidade às vivências dos professores que, ao analisá los ou construí-los, articulam e revivem experiências, estabelecendo relações entre a teoria e a prática. O processo de pesquisa e intervenção realizou-se por meio do Portal do Professores UFSCar, no curso: Casos de Ensino e Teorização de Práticas Pedagógicas professores alfabetizadores , na perspectiva de formação continuada de dezesseis docentes da mesma etapa do Ensino Fundamental I (Anos Iniciais 1º, 2º e 3º ano), que atuam como alfabetizadoras. Para realização deste estudo, de abordagem qualitativa, a pesquisa teve como objetivo analisar episódios do processo de desenvolvimento profissional vivido por professoras alfabetizadoras ao fazerem uso dos casos de ensino, em ambiente virtual, enquanto possibilidade formativa e investigativa. Para tanto, foram trabalhados casos que retratavam eventos relacionados ao cotidiano das alfabetizadoras. Os resultados alcançados na pesquisa sinalizam a potencialidade dos casos de ensino na/para a aprendizagem e para o desenvolvimento profissional da docência. De modo geral, as estratégias de análise e elaboração de casos de ensino permitiram que conhecimentos referentes ao ensino e aprendizagem da linguagem fossem explicitados e (re)avaliados pelas alfabetizadoras. A utilização de casos de ensino e de métodos de casos permitiu que as reflexões se fizessem presentes e que evidenciassem as dúvidas, as certezas e as contradições que orientam e caracterizam a prática profissional das alfabetizadoras. Com esses resultados apontados é possível evidenciar pontos que merecem destaques e outros que merecem ser repensados para futuros processos formativos e investigativos com casos de ensino.