Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/20486 |
Resumo: | This research approaches possibilities and challenges concerning the articulation between areas of Education, Psychoanalysis and Initial Teachers Formation. The primary objective is in understanding the ways in which the psychoanalysis could improve the education and the initial training of teachers of teenagers, given that such an area is focused in thinking subjective aspects that are implicit and related to the formation of the psychic structure. Such aspects, very present in teaching profession, are also often forgotten in the pedagogical practice. Hence, this is a bibliographical research based on the qualitative approach and on Philosophical Hermeneutics (GADAMER, 2004) using them as main guiders. It is based on authors such as Freire (1996, 2014, 2015), Nóvoa (1992, 2009), Imbernón (2010, 2011), García (1999), Gatti (2000, 2010) e Arroyo (2013), of Education and Teachers Formation areas; and, Freud (1913, 1914, 1919, 1925, 1933), Kupfer (2001, 2013), Mrech (1999, 2005), Pereira (2005, 2003), Bacha (2002, 2003), Silva (1994) and Gutierra (2003), of Psychoanalysis area. This research have shown that several authors, such as Freud, have been working on relations between psychoanalysis and education. Although, only a few works have investigated specifically the Psychoanalysis contributions to the initial teacher formation. The main contribution possibilities are mostly related to the understanding of the relational aspects built between teachers and students; of the unconscious phenomena that act in educative contexts, although being not easily perceivable; of implications in considering the concept of subject through the psychoanalysis perspective, such as the changes caused in the way of understanding the learning difficulties; and, of the importance of language as a part of subjects and institutions. Among the major challenges, the impossibilities of anticipating or of knowing posteriorly the effects produced by a room for dialogue in the initial teachers formation have been revealed in the psychoanalysis aspects. In addition, there are difficulties in approaching the same effects in short amount of time and in articulation with the needs felt in teaching practice, contextualizing the studied theory, and not only teaching unrelated concepts of the future teaching practice. |
id |
UFSM_da108d6d1a777e7e1824dc6f244a15db |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/20486 |
network_acronym_str |
UFSM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
|
spelling |
2021-04-06T17:26:52Z2021-04-06T17:26:52Z2017-05-30http://repositorio.ufsm.br/handle/1/20486This research approaches possibilities and challenges concerning the articulation between areas of Education, Psychoanalysis and Initial Teachers Formation. The primary objective is in understanding the ways in which the psychoanalysis could improve the education and the initial training of teachers of teenagers, given that such an area is focused in thinking subjective aspects that are implicit and related to the formation of the psychic structure. Such aspects, very present in teaching profession, are also often forgotten in the pedagogical practice. Hence, this is a bibliographical research based on the qualitative approach and on Philosophical Hermeneutics (GADAMER, 2004) using them as main guiders. It is based on authors such as Freire (1996, 2014, 2015), Nóvoa (1992, 2009), Imbernón (2010, 2011), García (1999), Gatti (2000, 2010) e Arroyo (2013), of Education and Teachers Formation areas; and, Freud (1913, 1914, 1919, 1925, 1933), Kupfer (2001, 2013), Mrech (1999, 2005), Pereira (2005, 2003), Bacha (2002, 2003), Silva (1994) and Gutierra (2003), of Psychoanalysis area. This research have shown that several authors, such as Freud, have been working on relations between psychoanalysis and education. Although, only a few works have investigated specifically the Psychoanalysis contributions to the initial teacher formation. The main contribution possibilities are mostly related to the understanding of the relational aspects built between teachers and students; of the unconscious phenomena that act in educative contexts, although being not easily perceivable; of implications in considering the concept of subject through the psychoanalysis perspective, such as the changes caused in the way of understanding the learning difficulties; and, of the importance of language as a part of subjects and institutions. Among the major challenges, the impossibilities of anticipating or of knowing posteriorly the effects produced by a room for dialogue in the initial teachers formation have been revealed in the psychoanalysis aspects. In addition, there are difficulties in approaching the same effects in short amount of time and in articulation with the needs felt in teaching practice, contextualizing the studied theory, and not only teaching unrelated concepts of the future teaching practice.Esta pesquisa aborda possibilidades e desafios concernentes à articulação entre as áreas da Educação, da Psicanálise e Formação Inicial de Professores. Objetiva, principalmente, compreender de que forma a psicanálise poderia contribuir com a educação e com a formação inicial de professores de adolescentes, uma vez que esta é uma das áreas que se ocupa de pensar aspectos subjetivos, implícitos e relacionais da constituição psíquica dos sujeitos, tão presentes na profissão docente, e ao mesmo tempo tantas vezes esquecidos ou secundarizados na prática pedagógica. Esta é, portanto, uma pesquisa bibliográfica, com base na abordagem qualitativa e na Hermenêutica Filosófica (GADAMER, 2004), como principais orientadores para a sua construção. Está referenciada em autores como Freire (1996, 2014, 2015), Nóvoa (1992, 2009), Imbernón (2010, 2011), García (1999), Gatti (2000, 2010) e Arroyo (2013), da área da Educação e Formação de Professores; e, Freud (1913, 1914, 1919, 1925, 1933), Kupfer (2001, 2013), Mrech (1999, 2005), Pereira (2005, 2003), Bacha (2002, 2003), Silva (1994) e Gutierra (2003), da área da Psicanálise. Com a pesquisa, foi possível constatar que vários autores, desde Freud, já vêm trabalhando sobre as relações entre psicanálise e educação. Apesar disso, poucos foram os estudos que se ocuparam de pensar mais especificamente as contribuições da psicanálise à formação inicial de professores. Entre as possibilidades de contribuições, destacaram-se aquelas relacionadas à compreensão dos aspectos relacionais que se formam entre professores e alunos; dos fenômenos inconscientes sempre atuantes nos contextos educativos, apesar de não facilmente perceptíveis; das implicações de se considerar o conceito de sujeito a partir da psicanálise, como, por exemplo, as mudanças que este acarreta ao modo de entender as dificuldades de aprendizagem; e, da importância da linguagem como constituinte dos sujeitos e das instituições. Já entre os principais desafios, sobressaíram-se as impossibilidades de se antecipar ou de se conhecer posteriormente os efeitos produzidos por um espaço dialógico, oportunizado durante a formação inicial de professores, quanto a aspectos da psicanálise; e, também, as dificuldades de se abordar os mesmos em curto espaço de tempo e em articulação com as necessidades sentidas na prática docente, de forma a contextualizar a teoria estudada, e não apenas ensinar conceitos desvinculados da futura prática pedagógica docente.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducaçãoPsicanáliseFormação de professoresAdolescênciaEducationPsychoanalysisTeachers formationTeenageCNPQ::CIENCIAS HUMANAS::EDUCACAOPsicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveisPsychoanalysis, education and initial teachers formation: challenges, connections and possible contributionsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisKronbauer, Luiz Gilbertohttp://lattes.cnpq.br/9231065813001096Henz, Celso IlgoDrugg, Angela Maria SchneiderRobaert, Damaris Wehrmann700800000006600a08e7af1-acf9-40c4-ac83-3b5e9db61becb6315cf2-a237-4473-b089-3995217534d43bc2064f-857c-4ef5-860f-dd42a4866312550d90ae-9d6f-4166-8f79-ef8dc918846creponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdfDIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdfDissertação de Mestradoapplication/pdf1515191http://repositorio.ufsm.br/bitstream/1/20486/1/DIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf1a22f87b3d02660d26e0356438586df3MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/20486/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/20486/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53TEXTDIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.txtDIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.txtExtracted texttext/plain433542http://repositorio.ufsm.br/bitstream/1/20486/4/DIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.txt55f136b0c7cf182bcccad20fdeebdcaaMD54THUMBNAILDIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.jpgDIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.jpgIM Thumbnailimage/jpeg4987http://repositorio.ufsm.br/bitstream/1/20486/5/DIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.jpg249035d62941ad26387ce1b40b1cd470MD551/204862022-07-04 11:45:57.079oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-07-04T14:45:57Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
dc.title.alternative.eng.fl_str_mv |
Psychoanalysis, education and initial teachers formation: challenges, connections and possible contributions |
title |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
spellingShingle |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis Robaert, Damaris Wehrmann Educação Psicanálise Formação de professores Adolescência Education Psychoanalysis Teachers formation Teenage CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
title_full |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
title_fullStr |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
title_full_unstemmed |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
title_sort |
Psicanálise, educação e formação inicial de professores: desafios, articulações e contribuições possíveis |
author |
Robaert, Damaris Wehrmann |
author_facet |
Robaert, Damaris Wehrmann |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Kronbauer, Luiz Gilberto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9231065813001096 |
dc.contributor.referee1.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.referee2.fl_str_mv |
Drugg, Angela Maria Schneider |
dc.contributor.author.fl_str_mv |
Robaert, Damaris Wehrmann |
contributor_str_mv |
Kronbauer, Luiz Gilberto Henz, Celso Ilgo Drugg, Angela Maria Schneider |
dc.subject.por.fl_str_mv |
Educação Psicanálise Formação de professores Adolescência |
topic |
Educação Psicanálise Formação de professores Adolescência Education Psychoanalysis Teachers formation Teenage CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Psychoanalysis Teachers formation Teenage |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research approaches possibilities and challenges concerning the articulation between areas of Education, Psychoanalysis and Initial Teachers Formation. The primary objective is in understanding the ways in which the psychoanalysis could improve the education and the initial training of teachers of teenagers, given that such an area is focused in thinking subjective aspects that are implicit and related to the formation of the psychic structure. Such aspects, very present in teaching profession, are also often forgotten in the pedagogical practice. Hence, this is a bibliographical research based on the qualitative approach and on Philosophical Hermeneutics (GADAMER, 2004) using them as main guiders. It is based on authors such as Freire (1996, 2014, 2015), Nóvoa (1992, 2009), Imbernón (2010, 2011), García (1999), Gatti (2000, 2010) e Arroyo (2013), of Education and Teachers Formation areas; and, Freud (1913, 1914, 1919, 1925, 1933), Kupfer (2001, 2013), Mrech (1999, 2005), Pereira (2005, 2003), Bacha (2002, 2003), Silva (1994) and Gutierra (2003), of Psychoanalysis area. This research have shown that several authors, such as Freud, have been working on relations between psychoanalysis and education. Although, only a few works have investigated specifically the Psychoanalysis contributions to the initial teacher formation. The main contribution possibilities are mostly related to the understanding of the relational aspects built between teachers and students; of the unconscious phenomena that act in educative contexts, although being not easily perceivable; of implications in considering the concept of subject through the psychoanalysis perspective, such as the changes caused in the way of understanding the learning difficulties; and, of the importance of language as a part of subjects and institutions. Among the major challenges, the impossibilities of anticipating or of knowing posteriorly the effects produced by a room for dialogue in the initial teachers formation have been revealed in the psychoanalysis aspects. In addition, there are difficulties in approaching the same effects in short amount of time and in articulation with the needs felt in teaching practice, contextualizing the studied theory, and not only teaching unrelated concepts of the future teaching practice. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-05-30 |
dc.date.accessioned.fl_str_mv |
2021-04-06T17:26:52Z |
dc.date.available.fl_str_mv |
2021-04-06T17:26:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/20486 |
url |
http://repositorio.ufsm.br/handle/1/20486 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
a08e7af1-acf9-40c4-ac83-3b5e9db61bec b6315cf2-a237-4473-b089-3995217534d4 3bc2064f-857c-4ef5-860f-dd42a4866312 550d90ae-9d6f-4166-8f79-ef8dc918846c |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/20486/1/DIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf http://repositorio.ufsm.br/bitstream/1/20486/2/license_rdf http://repositorio.ufsm.br/bitstream/1/20486/3/license.txt http://repositorio.ufsm.br/bitstream/1/20486/4/DIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.txt http://repositorio.ufsm.br/bitstream/1/20486/5/DIS_PPGEDUCACAO_2017_ROBAERT_DAMARIS.pdf.jpg |
bitstream.checksum.fl_str_mv |
1a22f87b3d02660d26e0356438586df3 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 55f136b0c7cf182bcccad20fdeebdcaa 249035d62941ad26387ce1b40b1cd470 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1793240170349199360 |