Denise de Camargo

Movimento de objetivação e subjetivação mediado pela criação artística

This text has for objective reflect about the moviment of a subject and his relation with the artistic creation, aiming that in this I process articulate herself dialeticaly the knowledge, do him and feel him. Was analysed the speeches collected with interviews and records in video of his participation in a subject discipline of the one course of Psychology. The reflections was suposted by theoretical of the Historical-Cultural Psychology. Was possible reveal the complexity of the trial of constitution of the person that, road creative activity, part of the reality and it transforms, transforming in that movement to itself even and to the way as signifies so much to its own as much as path the context of which actively participates.

Expressão da emoção por meio do desenho de uma criança hospitalizada

The purpose of this paper is to report the experience of a case study of a kindergarten level hospitalized child. The center of interest in this study is the expression of emotion through the drawings performed by a child in psychotherapy sessions. Drawing is considered an expressive activity. These drawings, in addition to the speech, are analyzed based on the cultural-historic concept. The results showed that drawings are one of the means a child uses to express emotions.

O sentido da psicologia e a formação do psicólogo: um estudo de caso

From the perspective of Historic-Cultural Psychology, meanings of psychology are investigated by UFPR students of three focus groups regarding definition, objects and goals of Psychology. The reports, analyzed based on the method of Critical Discourse Analysis of Fairclough, point to theoretical and methodological plurality, with various independent meanings of Psychology existing independently, as if different theories did not belong in the same field of knowledge, lacking identity and the definition of objects and goals. It reveals doubt about where professional psychologists stand, and the profession is described with uncertainty. They feel the need for consistent methodological and theoretical positions and for closer relationship between theory and practice. They express feelings of uncertainty, powerlessness, fragility and insecurity for not knowing what they should be doing or where to find answers. The multiplicity and diversity of psychology reaffirm its complexity and warns that the teacher/researcher should establish dialogue based on other references.

A perspectiva estética e expressiva na escola: articulando conceitos da psicologia sócio-histórica

El articulo presenta una reflexion de las contribuciones del campo de las artes para la educacion. Se parte de la constatacion de que en nuestro cotidiano las relaciones entre las personas son cada vez mas orientadas por razones economicas e instrumentales. Se comprende la Escuela tambien como invadida por esta logica y, de ese modo, se pierde un espacio fundamental de interrogacion; nos hace falta descubrirnos como seres autonomos, singulares y en movimiento. Se entiende que la estetica puede venir a ser un instrumento para la educacion de lo sensible, llevandonos a descubrir formas hasta entonces inusitadas de percibir el mundo. Se conceptua estetica y actividad expresiva, se pasa, en seguida, a defender, a partir de las premisas de la psicologia socio-historica, como esas dimensiones contribuyen para la expresion y organizacion de la emocion y de la imaginacion. Por fin el articulo presenta ejemplos de actividades.Contributions of Arts on education are provided. Dayto-day relationships between people are more and mor e guided by economic and functional motives. The scho ol institution has also been invaded by this logic stance and a fundamental space for interrogation has been lost. This has always been necessary to discover ourselves as autonomous, singular and non-static beings. Aesthetics may becom an instrument to educate sensitiveness and may le ad us to discover a world which has been unknown up to the present. Artisti c activities – aesthetic and expressive – are defin ed whilst these factors contribute towards the expression and the or ganization of emotion and imagination as from the s tandpoint of sociohistoric psychology. Workshops as spaces for activi ties and reflections, or rather, an activity close to Art, are also investigated.

The contribution of the concept of social practice to the field of innovation

This essay aims to present some foundations for the construction of a concept of practice in activity theory (AT) from the perspective of socio-historical and cultural psychology to supply the activity of innovative practice and the expansive learning, which is essential for new organisational network formats. Innovation gains importance when it moves towards a constructivist perspective, deviating from the representational views of language and individual dichotomies, to name a few, and contribute to the debate on the links between actors and innovation systems. It examines the dimensions held in common by the two approaches and shows their counterpoints and complementarities.

Prática docente no ensino de administração: analisando a mediação da emoção

Considerando a emocao imprescindivel na constituicao do psiquismo e como mediadora inseparavel da acao/cognicao, acredita-se que ela e uma das condicoes essenciais no processo significativo de ensino-aprendizagem, que contribua na superacao da razao instrumental dominante nos cursos de administracao rumo a uma pratica docente mais sensivel. Com uma abordagem qualitativa, de carater construtivo-interpretativo, a unidade de analise foi a pratica docente de um curso de Administracao de uma universidade federal brasileira. A pratica, calcada no cotidiano, onde o singular e legitimo para producao de conhecimento cientifico (REY, 2005), foi concebida a partir da abordagem historico-cultural. A pesquisa sustentou-se em um processo dialogico, com aplicacao do metodo da autoconfrontacao simples, com entrevistas e notas de campo. Os resultados apoiaram a tese da emocao como mola propulsora do processo significativo de ensino-aprendizagem, sustentada pelo pressuposto teorico de que a emocao e a “genese e sustentacao da atividade humana e construtora de sentido” (CAMARGO, 2012, p. 1).

Dimensão ideológica da emoção na gestão de vendedoras de cosméticos em uma empresa multinacional

This article aims to reveal the ideological dimension of emotion in the management of informal cosmetics sellers working for a multinational company located in Curitiba, Brazil, using situational analysis. Emotion is understood as essential to human subjectivity, associated to thought, activities and culturally shared language, as a valuable social situation. Analysis from in-depth interviews, participant observation and document analysis were carried out using the technique of discourse ‘nuclei of meanings’. Results show that emotions are social and cultural products, used as a manageable tool in the organization, through ideological symbols that constitute the subjects. Emotion is the result of the individual experience of the activity (historical, processual and complex) with sense and meaning that serves as a sophisticated instrument of reproduction of the company’s ideology. The ideology is supported by the identification of the sellers with social practices and their relations with the world, and it is constituted by their activity.

Perspectiva estética y expresiva en la escuela: articulando conceptos de la psicología socio-histórica

El articulo presenta una reflexion de las contribuciones del campo de las artes para la educacion. Se parte de la constatacion de que en nuestro cotidiano las relaciones entre las personas son cada vez mas orientadas por razones economicas e instrumentales. Se comprende la Escuela tambien como invadida por esta logica y, de ese modo, se pierde un espacio fundamental de interrogacion; nos hace falta descubrirnos como seres autonomos, singulares y en movimiento. Se entiende que la estetica puede venir a ser un instrumento para la educacion de lo sensible, llevandonos a descubrir formas hasta entonces inusitadas de percibir el mundo. Se conceptua estetica y actividad expresiva, se pasa, en seguida, a defender, a partir de las premisas de la psicologia socio-historica, como esas dimensiones contribuyen para la expresion y organizacion de la emocion y de la imaginacion. Por fin el articulo presenta ejemplos de actividades.Contributions of Arts on education are provided. Dayto-day relationships between people are more and mor e guided by economic and functional motives. The scho ol institution has also been invaded by this logic stance and a fundamental space for interrogation has been lost. This has always been necessary to discover ourselves as autonomous, singular and non-static beings. Aesthetics may becom an instrument to educate sensitiveness and may le ad us to discover a world which has been unknown up to the present. Artisti c activities – aesthetic and expressive – are defin ed whilst these factors contribute towards the expression and the or ganization of emotion and imagination as from the s tandpoint of sociohistoric psychology. Workshops as spaces for activi ties and reflections, or rather, an activity close to Art, are also investigated.

The aesthetic and expressive perspective in school: organizing sociohistorical psychological concepts

El articulo presenta una reflexion de las contribuciones del campo de las artes para la educacion. Se parte de la constatacion de que en nuestro cotidiano las relaciones entre las personas son cada vez mas orientadas por razones economicas e instrumentales. Se comprende la Escuela tambien como invadida por esta logica y, de ese modo, se pierde un espacio fundamental de interrogacion; nos hace falta descubrirnos como seres autonomos, singulares y en movimiento. Se entiende que la estetica puede venir a ser un instrumento para la educacion de lo sensible, llevandonos a descubrir formas hasta entonces inusitadas de percibir el mundo. Se conceptua estetica y actividad expresiva, se pasa, en seguida, a defender, a partir de las premisas de la psicologia socio-historica, como esas dimensiones contribuyen para la expresion y organizacion de la emocion y de la imaginacion. Por fin el articulo presenta ejemplos de actividades.Contributions of Arts on education are provided. Dayto-day relationships between people are more and mor e guided by economic and functional motives. The scho ol institution has also been invaded by this logic stance and a fundamental space for interrogation has been lost. This has always been necessary to discover ourselves as autonomous, singular and non-static beings. Aesthetics may becom an instrument to educate sensitiveness and may le ad us to discover a world which has been unknown up to the present. Artisti c activities – aesthetic and expressive – are defin ed whilst these factors contribute towards the expression and the or ganization of emotion and imagination as from the s tandpoint of sociohistoric psychology. Workshops as spaces for activi ties and reflections, or rather, an activity close to Art, are also investigated.