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Previous issue date: 2010-12-07 / This work is circumscribed within the framework of School Psychology, as a field of application, research and intervention. Its development tried to discuss the application of the concept of limit-situation, created by Ignacio Mart?n-Bar?, to the context of early childhood education. The limit-situation refers to the situation that somehow plays negative impact to the development of children. We believe the development process as a dynamic and historically process detailed, so the discussion is linked to notions of risk, protection, vulnerability and resilience. Based on the principles of Liberation Social Psychology and the Historical and Dialectical Materialism, we made an analysis of field diaries produced by professionals of psychology who worked in an Municipal Kindergarten School during 2008 and 2009. Then, we delimited the dimensions of everyday life or elements of reality that characterized the occurrence of limit-situations in the view of key agents involved with the Early Childhood Education: psychology professionals, educators and families and / or children. This elements emphasizes the dimensions of violence, conflicting relations between the educational team members and breakdown of education politics. / Este trabalho est? circunscrito nos marcos da Psicologia Escolar, enquanto ?rea de aplica??o, pesquisa e interven??o. A sua realiza??o buscou discutir a aplica??o do conceito de situa??o-limite, delineado por Ign?cio Mart?n-Bar?, ao contexto da Educa??o Infantil. A situa??o-limite refere-se ? situa??o que, de alguma forma, exerce impacto negativo sobre o desenvolvimento das crian?as. Entendemos o processo de desenvolvimento como din?mico e historicamente circunstanciado e, portanto, a discuss?o sobre situa??es-limite no ?mbito do desenvolvimento est? vinculada ?s no??es de risco, prote??o, vulnerabilidade e resili?ncia. Fundamentados nos princ?pios da Psicologia Social da Liberta??o e do Materialismo Hist?rico e Dial?tico, realizamos a an?lise dos di?rios de campo produzidos por profissionais de psicologia que atuaram em uma Institui??o Municipal de Educa??o Infantil no per?odo de 2008 a 2009. Delimitamos, por meio de um processo construtivo-interpretativo, grandes categorias referentes aos elementos da realidade que caracterizassem a ocorr?ncia de situa??es-limite na vis?o dos principais agentes envolvidos com a Educa??o Infantil: os pr?prios profissionais de psicologia, os educadores e a as fam?lias e/ou crian?as. A elabora??o de tais categorias demonstra que estes elementos referem-se, prioritariamente, ? dimens?es de viol?ncia, rela??es conflituosas entre os membros da equipe educativa e desagrega??o das pol?ticas de educa??o.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/263 |
| Date | 07 December 2010 |
| Creators | Moreira, Ana Paula Gomes |
| Contributors | Guzzo, Raquel Souza Lobo, Marinho-Araujo, Claisy Maria, Souza, Vera L?cia Trevisan de |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Psicologia, PUC-Campinas, BR, CCV ? Centro de Ci?ncias da Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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