Medo e relações de poder: uma contribuição para a psicologia da educação

• Ano de defesa: 2012
• Autor(a) principal: Castro, Henrique Meira de
• Orientador(a): Antunes, Mitsuko Aparecida Makino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Medo; Emoções; Relações de poder; Cultura do medo; Vigotski; Psicologia histórico-cultural
• Palavras-chave em Inglês: Fear; Emotions; Relations of power; Culture of fear; Vygotsky; Historical-cultural psychology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16055

This work on fear and relations of power is a bibliographical research and a theoretical approach to how fear can be used as an instrument of social control. All the reflection about fear and its possible uses as an instrument of social control is made from the synthesis of Vygotsky in his studies on the theory of emotions. For him, emotion, and therefore, fear is not a simple natural and instinctive survival strength, but also a higher psychological function that constitutes itself on a mediation between person and society, thus a complex synthesis of multiple determinations. After a very brief history of the fears that have plagued, and continues to plague, the human race, some situations in which fear is used as one of the forms of power in relationships are presented, from biblical scriptures and indigenous legends to the 21th century establishment of massive frightening news announcements, through the relations of power within families, schools and the labor s world. Also, we discuss the possible consequences of this culture of fear as an expansion of armed conflicts, social hygienism, as well as the increase in related diseases to that phenomenon, the perpetuation of disciplinary forms of education and how some sectors of society profits from these fears. Finally, a reflection on how we can overcome these relationships, and if this is possible within a class society